Game-based learning has been recognised as a strategy to increase students' engagement in higher education. Alternate reality games (ARG) provide players with the opportunity to apply newly developed knowledge and skills, such as visiting important campus locations and completing relevant activities. The collaborative nature of these games means they have the potential to support socialisation in the new environment. This study used a mixed-methods approach to examine the experience of 13 students who participated in an ARG during orientation week at a regional university in Australia. Data were collected using an online survey implemented at three time points, and from focus groups which took place at the end of the semester. Results of the analysis indicate that participants who played the game, reported a more positive emotional state, greater familiarity with the university campus and engaged in more social interactions than their peers who attended orientation, but did not play. These results suggest that an alternate reality game can engender positive emotions in new enabling program students and help them to create friendships at university. This impacts their sense of connectedness, one of the factors identified as important for success in higher education.