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This study focuses on the utilisation of lab-based activities to enhance the learning experience of engineering students studying water engineering and geosciences courses. Specifically, the use of “floodopoly” as a physical model demonstration in improving the students’ understanding of the relevant processes of flooding, infrastructure scour and sediment transport, and improve retention and performance in simulation of these processes in engineering design courses, is discussed. The effectiveness of lab-based demonstration is explored using a survey assessing the weight of various factors that might influence students’ performance and satisfaction. It reveals how lab-centred learning, overall course success is linked with student motivation and the students’ perception of an inclusive teaching environment. It also explores the effectiveness of the implementation of student-centred and inquiry-guided teaching and various methods of assessment. The analysis and discussion are informed by students’ responses to a specifically designed questionnaire, showing an improvement of the satisfaction rates compared to traditional class-based learning modules. For example, more students (85%) reported that they perceived the lab-based environment as an excellent contribution to their learning experience, while less students (about 57%) were as satisfied for a traditional class-based course delivery. Such findings can be used to improve students’ learning experience by introducing physical model demonstrations, similar to those offered herein.