This study examines the effectiveness of a new approach for a university transition program that uses a location-based game to familiarize first-year students with the university environment during the COVID-19 pandemic. The study involved 775 university students from 15 faculties, 9 from Human and Social Sciences and 6 from Technology and Science, who participated in the experiment by playing the game for one month. This study uses a mixed-method approach with an explanatory sequential design to collect both quantitative Pre-Post tests, IMI questionnaire, and data usage) and qualitative data (open-ended questionnaire) to evaluate the knowledge of university transition and intrinsic motivation between students in the field of Technology and Science and Humanities and Social Sciences. Overall, the findings revealed that all participants who completed the program significantly improved their knowledge of university transition. The study also found that students in the field of Technology and Science learned significantly better than those in Humanities and Social Sciences, but there were no significant differences between the two groups in terms of intrinsic motivation. The study concluded that participation in a location-based game for university transition engaged students in a more contextual and realistic way of learning to become familiar with the university. However, the study noted that the game may not be suitable for all students and should be considered as an additional tool for orientation. Future research work is also discussed.