Biochemistry lab classes help students connect theory to real-world applications and develop practical, collaborative, and higher-order thinking skills. However, many students are unprepared, spending class time on protocols and equipment instead of higher-order learning. To improve preparation, digital gamified modules were created to replace traditional laboratory workbooks for a second-year biochemistry course (n = 149), using constructivist theories and gamification to enhance participation and learning. These modules provided a logical sequence of information and activities. Student engagement and perceptions were positive, finding the modules impactful, enjoyable and effective for lab preparation. Staff noted improved student attitudes, elevated performance, and fewer equipment breakages compared to previous cohorts. Insights from the module design and feedback will guide future technology-enhanced preparations for complex workplace environments. This study aimed to determine whether replacing paper pre-lab workbooks with interactive, gamified digital modules would improve second-year biochemistry students’ readiness, engagement, and in-lab performance.