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For the pretending game movement, the members were needed to dive more deeply into the game standards, make their characters and read the story presentation. These means were likewise completed in Moodle. For the actual game, the primary goal was to utilize MS Teams, all the more explicitly the Chat instrument, as the stage. The intention was to inspect understudy movement through their bits of feedbacks and responses to the story, their contribution in the conversation and so on Notwithstanding, without a second to spare, it worked out that the learning examination apparatuses in Teams could gather information just from Teams study halls and not the Chat instrument. Another arrangement was required and, eventually, the pretend meetings were directed over a Zoom voice association and, as the exploration members had not been educated regarding a potential sound recording of the meeting and such somewhat late changes were considered possibly problematic, no information could be accumulated from them (nonetheless, a subjective appraisal of the gamification experience is the subject of another article – see Susimetsä, 2020). 

 

Because of this switch, investigation information was accumulated uniquely on the Moodle stage. It focussed on the singular task and the planning errands for the pretending meeting and was utilized to determine that the students were planning their characters and finding out about the learning materials in ideal design before the game meeting – and to send updates and explanations where required.

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