Computer games have become the most popular form of entertainment globally. However, this technology has only recently been introduced as an educational intervention in tertiary institutions, under the umbrella of “serious games,” where games are primarily focused on education rather than recreation. Harnessing games in educational practices provides a new mode of information delivery and assessment that can enhance interactivity and allow self-directed learning. In comparison to traditional teaching methods, serious games also create a platform that allows students to learn and practice skills in a risk-free environment. In this Illuminations article, we outline our experience of putting evidence into practice, and outline student perceptions and responses to an in-house created learning game, The King’s Request: Anatomy and Physiology Revision Game.