Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto
Selected connections to "gameful mindset and motivation"
Continuous feedback: As a result of our class, I am working on
incorporating additional opportunities for feedback throughout the
semester. A game-related example is that I added additional
assessment and feedback opportunities to the Bad News/challenge
one lesson.

"Just In Time" Learning:
I recently learned that our upcoming English department training
will include attention to "just in time" learning. I'm finding that
gamification helps me to further incorporate "just in time" learning
into instruction. In addition to using the game, Bad News, to help
students identify disinformation strategies, I am now using the
process of gamification to incorporate the Bad News lesson into
the overall gamification of the class. I find it easier to incorporate
"just in time" learning when thinking about what players will need
to complete each specific aspect of a level or mission.

Intrinsic Motivation
A significant change in my thinking from the beginning of the
semester to now is my developing understanding of connections
between game-based learning and intrinsic motivation.

At first, I mostly understood extrinisic ways that game-based
learning would engage students. Thankfully, I now have a much
better (and still developing) understanding of intrinsic motivation
and game-based learning.

The major way that I have updated and continue to update my
materials to reflect intrinsic motivation is my focus on
narrative/story, collaboration/helping others and working as a
team, and developing skills/strategies for use in successful
completion of tasks. I am finding that gamification of the class,
using The Circle, is helping to promote opportunities for intrinsic