<p>Gaming has become an integral part of the educational culture, where games have rapidly emerged in various pedagogical approaches. Studies have been conducted worldwide on edu-gaming, game-based learning (GBL) and gamification as constructivist teaching techniques. However, game-based learning (GBL) has received limited attention in Egyptian architecture education. This paper adopts a qualitative description approach to present empirical techniques of non-digital game-based learning (NDGBL) injected in a theories of architecture course for optimizing students’ deep learning. The paper argues that although digital and technological transformations in Egyptian education culture have accelerated after COVID-19, non-digital game-based techniques remain valid and effective in theoretical courses. The paper supports its argument by detailing a series of methods, such as hot-seat drama and abstract building blocks, used throughout the semesters and culminating in the final project, where students design non-digital games to cover the topics learned. Finally, the results emphasize the positive impacts of the NDGBL methods on students’ performance, deep learning, and social skills; according to the author’s observation, the students’ feedback, and the improvement in the final test scores over the years. While the conclusion stresses the role of fun and active learning, it suggests a gradual shift from non-digital to digital game-based learning and highlights that these methods require significant further investigation.</p>