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Game Design
(Updated) Plan
Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto








Game Design Project: Designing a Scavenger Hunt

(Players will "hunt" for specific sources using the Chaffey College library
databases. Each team will create a scavenger hunt list to prompt players to
complete these research tasks.)  


Overview:
Each team of approximately five college students will develop a scavenger
hunt where players research different kinds of sources using the Chaffey
College library databases.


Tools:

To help students develop their scavenger hunts:

Goosechase - Each team will choose between using Goosechase to develop
a scavenger hunt or printing a typed list of scavenger hunt items. Samples
of both options will be analyzed. (Please see below.)

finding books - using Chaffey College library databases

finding articles - using Chaffey College library databases


sample for a younger age group - (Students will be asked to analyze the
target audience and purpose for this sample. Then, they will be asked,
"How may you develop a more sophisticated scavenger hunt for your target
audience (Chaffey College students) and purposes?" We will discuss the
purposes/objectives of the scavenger hunt project.



Grade Level(s) and Subject Area(s):

grade level: college transfer level / English 1A

subject area: College Composition



Lesson Duration: approximately three class sessions

(each session: one hour and fifteen minutes)

Students will need time to learn about the databases, consider sample
scavenger hunts, design their team scavenger hunts, and
trade/test/provide feedback for the scavenger hunts of other teams


Learning Objectives:

1. Students will learn to use the library databases to discover sources for
research.

2. Students will learn about the various databases available, the kinds of
sources available in the different databases, and the importance of
choosing appropriate databases for various kinds of searches

3. Students will learn how to complete library database searches - including
searches for library database in various disciplines and searches for
peer-reviewed/scholarly sources.


Lesson Details


First: Introductory Discussion of Scavenger Hunts

What is a scavenger hunt? Student experiences with scavenger hunts

What components contribute to a successful scavenger hunt?

Analysis of audience and purpose for

a. sample scavenger hunt for younger age group

b. sample Goosechase scavenger hunt

How may your team develop a sophisticated library scavenger hunt for
college students?


Second: Each team develops a draft of their scavenger hunt.

Using just in time learning, each team uses the library database tools
(listed above under tools) as resources during development of the
scavenger hunt list.


Third: Review and Revision

When ready, each team shares a draft of their scavenger hunt list with the
instructor. After receiving instructor feedback, the team updates/revises
the list and (if they have not already done so) now also focus on graphic
design (images, font, etc.) of the actual scavenger hunt sheet


Fourth: Presentation and Student Feedback

Each team tests two different scavenger hunts, so all teams receive
feedback from two different groups of players from their class. If time
allows (based on the timing during the semester), the students update
their scavenger hunt sheets a final time using this new student feedback.
Then, each team of students tries a scavenger hunt created by a team from
a different English 1A class; students in my Monday/Wednesday English 1A
class try scavenger hunts from the T/TH teams and vice versa.



Assessment Details:

Questions we will consider include:

1. To what extent does the scavenger hunt require players to use five or
more different Chaffey College library databases?

2. To what extent does the scavenger hunt require players to find both
popular and scholarly/peer-reviewed sources?

3. To what extend does the scavenger hunt require players to find books,
articles, and other kinds of library database sources (such as video
available through the Opposing Viewpoints databases)

Teams will use these questions to assess their own scavenger hunt game
designs, and I will provide feedback and guidance to each team throughout
the game design process.

Most of the time, I use group projects for practice in class; as long as
students participate successfully during in-class group projects and
activities, they receive full credit for participation. The English department
requires the primary assessment for the class to be writing, so the major
form of student mastery will be their essays. They will use the strategies
practiced during the scavenger hunt lesson to help them research sources
for their essays. (During other essays, we will also work on source
evaluation and other aspects of research paper writing.)

As explained in the revision notes: Although I am required to have
the students primarily complete essays for English 1B assessment, I
will definitely also have the students individually log their game play
experiences and collaborate on game design documents as
suggested by our professor.


Follow up/after this lesson:

To successfully finish a Library Database scavenger hunt, players must
develop a list of "found" sources in accordance with the hunt requirements.
To practice developing a works cited list using MLA format, each team will
use one of these lists of sources to develop an appropriately formatted
works cited list.

Related resource: MLA format - works cited list (Purdue Online Writing Lab