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This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics (MDA) model (Hunicke et al., 2004) and the elemental tetrad model (Schell, 2008) for game design. A case for game based learning as an active and social learning experience is presented including arguments from both teachers and game designers concerning the value of games as learning tools. The MDA model is introduced with a classic game- based example and a non-game based observation of human behaviour demonstrating a negative effect of extrinsic motivators (Pink, 2011) and the need to closely align or embed learning outcomes into game mechanics in order to deliver an effective learning experience. The MDA model will then be applied to create a game based learning experience with the goal of teaching some of the aspects of using source code control to groups of Computer Science students. First, clear aims in terms of learning outcomes for the game are set out. Following the learning outcomes, the iterative design process is explained with careful consideration and reflection on the impact of specific design decisions on the potential learning experience. The reasons those decisions have been made and where there may be conflict between mechanics contributing to learning and mechanics for reasons of gameplay are also discussed. The paper will conclude with an evaluation of results from a trial of computer science students and staff, and the perceived effectiveness of the game at delivering specific learning outcomes, and the approach for game design will be assessed.

This paper offers an approach to designing game-based learning experiences inspired by the Mechanics-Dynamics-Aesthetics(MDA)model (Hunickeetal.,2004)andtheelementaltetradmodel (Schell,2008)

Research in advising and tutoring in Higher Education (HE) is mostly focused on the US context and, although this literature is widely available, it lacks a systematic, logical path to discovery and access (Troxel et al., 2021). This research topic is aligned with a content analysis of global advising literature, led by Dr. Wendy Troxel at NACADA, which will help to address this issue and identify new avenues of enquiry, focusing in particular on strengthening the evidence-base for advising practice. In an international context, we believe advising and tutoring to be of great importance and, in that regard, global research will help to build a credible evidence base for our practice and to acknowledge the centrality of high quality advising and tutoring to teaching, learning and student success. The promotion of personalized, even individualized, learning is now at the heart of most HE institutional missions, and many universities are currently reviewing their strategic and operational tutoring infrastructure (Lochtie et al., 2018;Thomas, 2012, Thomas, 2017. Indeed, agendas align worldwide to both expand and diversify HE and there is a global focus on understanding the factors that drive student persistence, student outcomes and employability, as well as the context of the role within HE. Personal tutoring has been proven to play a pivotal role creating a bridge between individual students and large and potentially anonymous institutions (Thomas and Hixenbaugh, 2006;Thomas, 2017). In the wake of the Covid19 pandemic, these personal connections need to be emphasized and it is vital that we continue to address known disparities in HE, improve access and participation and redress the marginalization of certain student groups and identities within institutions and disciplines. We believe that effectively tackling these issues will require strategic, connected, purposeful and effective ways of working across recognized institutional and international boundaries. This significant shift in the national and international learning, teaching and student experience cannot be addressed without due regard to the strategic placement of advising and tutoring within universities, in a bid to continuously improve HE learning cultures. Moreover, approaches will increasingly have to understand the challenges and opportunities afforded to us by online instruction and the realization of the blended model of learning and teaching. Recently, Effective Personal Tutoring in Higher Education was published (Lochtie et al., 2018), promoting a more evidence-based approach to advising and tutoring practice and situating it within the wider, international literature

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