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Proponents of game-based learning see potential for the inclusion of Alternate Reality Games (ARGs) in higher education. Research has shown that an ARG can support the induction and socialisation of students but engagement in educational ARGs has been disappointing. We explored whether students could learn via an ARG embedded in curriculum: if they would engage in play, and how the ARG contributed to learning. Using a theoretical framework of situated learning, this ethnographic case study examined a first-year university course with an embedded ARG. Interviews, observations, and documents were analysed for a priori codes using NVivo, finding that engagement in the game was positive until it was interrupted by the COVID-19 pandemic. Evidence showed that the ARG could help students to learn. The ARG provided a context for students to engage with one another and their instructor; encouraged students to research relevant topics and use evidence to support their arguments; engaged participants in the theoretical content that they were learning; and gave the instructor options to customise student feedback. The ARG most effectively supported learning by initiating social connections and engaging students with the theoretical content of their course.

The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a novel protocol in which the observer plays the non-judgmental role of a facilitator, with the PST using self-determined emotion (affect) as a basis for self-evaluation of their own teaching performance in group and self-reflection. These protocol variations are explored across PST programs at six different universities using the notion of engaging a PST's emotional states as critical moments in their lesson. A subsequent reflection involves interpretation and pedagogical analysis of those affect-based moments. The overall impact was twofold: the reflection helped the PSTs determine changes in their teaching approaches that improve confidence; and, the protocol provided a self-evaluation of teaching performance that placed the PST in the central decision-making role. These findings have implications for program design, teacher educator pedagogy and future research.