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Game Design
Plan Revision Notes
Melissa Utsler
Game-Based Learning
DESMA X 481.20
Professor Fujimoto
Professor's Feedback:
Hi Mel, excellent job on this lesson
plan! Great, creative idea to have
students design a scavenger
hunt. I particularly like how you
give students the opportunity to
make multiple iterations of their
designs - important for all games
to go through iterative process.
Also, nice assessment activities -
because your department requires
writing assessment, instead of an
essay, another idea could be that
they write out a detailed game
design document that includes
answers to the questions you
posed. Another idea would be to
have them write up a gameplay
log of their experience playing
through one of the other
scavenger hunts. These are just
some thoughts to give you some
ideas for writing assessments that
are somewhat more engaging
alternatives to standard essays.
Changes and Looking Ahead:
I will be incorporating the game design challenge materials into my
overall plans for gamification and
The Circle; however, this process is
going to take longer than the time allotted for this course.

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.

I will continue reviewing received feedback and continue improving and
developing my plans related to all of the challenges.

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:

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 sample scavenger
hunt for younger age group

How may your team develop a more 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.)



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