First-year biomedical science students often find introductory microbiology challenging due to unfamiliar terminology, laboratory techniques, and links between theory and practice. To enhance engagement and learning, a six-week digitalisation pilot project was introduced at De Montfort University, integrating guided online activities designed to complement lectures and practicals. Guided learning refers to structured activities completed outside timetabled contact hours, hosted on the university’s LearningZone platform, with students earning badges for participation.   Each week featured a different interactive resource: a research-based quiz on microbiology fundamentals, a Who Wants to Be a Millionaire?-style genetics game, a virtual practical on aseptic and staining techniques, a virology digital escape room, a collaborative parasitology Padlet board, and an exam revision MOOC. These activities promoted active participation and independent exploration. Student feedback demonstrated that they found the guided learning activities useful and enjoyable. Across all activities, 50-85% of respondents preferred guided formats over standard multiple-choice quizzes. Mean ratings for usefulness, clarity, and organisation ranged from 4.5-5.0 (out of 5). Students reported improved understanding (“I thought this was a fantastic way of getting insight into the practical!”) and enhanced retention (“I love both questions and answers and elements of fun too. It helps me remember!”).   Despite positive feedback, average participation was low (1.8 activities per student), highlighting the ongoing challenge of engagement in higher education, even with gamified approaches. The findings indicate that digital guided learning can effectively support transition-level microbiology education. The approach will be repeated with greater in-class promotion and lecturer involvement to maximise engagement.