Student engagement in tertiary cinema studies can be fickle: while most students respond strongly to films, little regard is similarly paid to prescribed readings or other coursework that is crucial to developing complex critical thinking with media. This paper presents a case study of an intervention aimed to remedy this disparity of student interest: play-based learning. Play-based learning, here defined as 'the use of playful elements in both the explanation of subjects and their evaluation' (Torres-Toukoumidis et al., 2020: 1), has a long history of encouraging lateral and creative modes of thinking, increasing engagement and participation, and fostering a supportive and enjoyable learning community. This paper outlines the ways that play-based learning was engaged in a small-scale action research project, and the positive effects that this created within the cinema studies classroom. Critically, it shows the value of play-based learning in fostering resilient, creative and motivated students, particularly at the first-year level of tertiary film education.