This paper considers the application of natural games mechanics within higher education as a vehicle to encourage student engagement and achievement of desired learning outcomes. It concludes with desiderata of features for a learning environment when used for assessment and a reflection on the gap between current and aspired learning provision. The context considered is higher (tertiary) education, where the aims are both to improve students' engagement with course content and also to bring about potential changes in the students' learning behaviour.Whilst traditional approaches to teaching and learning may focus on dealing with large classes, where the onus is frequently on efficiency and on the effectiveness of feedback in improving understanding and future performance, intelligent systems can provide technology to enable alternative methods that can cope with large classes that preserve the cost benefits. However, such intelligent systems may also offer improved learning outcomes via a personalised learning experience. This paper looks to exploit particular properties which emerge from the game playing process and seek to engage them in a wider educational context. In particular we aim to use game engagement and flow as natural dynamics that can be exploited in the learning experience.

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)

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In this paper, we consider an approach to supporting students of Computer Science as they embark upon their university studies. The transition to Computer Science can be challenging for students, and equally challenging for those teaching them. Issues that are unusual -if not unique -to teaching computing at this level include CCS CONCEPTS