In our research, we aim to introduce Game-based learning (GBL) activity as part of a holistic approach to supporting knowledge acquisition within a Mechanical Design module. Our case study evaluates Activity Based Learning (ABL) by use of GBL as a tool to drive collaborative student learning. The activity described targets students’ ability to engage in hands-on practical collaborative learning, utilising existing skills in order to collectively share and reinforce knowledge. It relies on knowledge acquired from several subject topics thus consolidating applications through a studio-based activity in the form of a game bringing about its own benefits in teaching and learning. Widely used in a range of subjects, the application of GBL in Engineering and Technology and its effectiveness is less explored and reported as a learning tool in Engineering education. We present an approach to underpinning engineering education as part of a studio-based activity for Mechanical Engineering Design. We explore the options and potential for collaborative learning whilst offering students the opportunity to compete with peer teams for ranked positions on a leader board. We report on the level of student engagement and the extent to which learning outcomes were met through the introduction of such an activity.