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Abstract: In Project Based Learning, learners work in teams to produce a series of artefacts culminating in a final product, which is usually organised around a driving question. Many students over-emphasise the product of a project to the detriment of learning, and this is something that continues into the workplace. That is, once the goals of the project are reached, the project is immediately dismissed, and little of what they learned is available to the students in future projects. The problem is compounded by a typical characteristic of such projects - that even with the same project brief, the learning outcomes required by different students can vary greatly. So how can we encourage more of a focus on mastery rather than mostly focusing on the product? A promising approach to addressing this problem is to design a game-like system. A set of requirements for the system were identified, chief among them were: (i) to represent a changing set of learning outcomes and (ii) to motivate students to achieve these outcomes, and (iii) to motivate students to help other students master those learning outcomes they themselves have already mastered. We have designed, developed, and deployed a prototype of a system of game elements to meet these requirements. One such game element is a progression loop in which the learner's learning outcomes are depicted using graphical representations which animate to show his/her growth and journey to mastery over time. Another is an engagement loop motivating the learner by enabling him/her to create custom sessions of bite-sized learning outcomes, in a way that facilitates the key conditions of flow to be met (custom sessions have appeared in recent successful commercial games such as Arkham City). Another is using social game element in which learners can interact we other learners indirectly. To motivate students to assist other students, they can create learning resources for learning outcomes they mastered and these are assessed by other students and lecturers using a game like interface, where the learner obtains points from the learning objects depending on the quality and quantity, giving rise to a status structure similar to that of stackoverflow. A study was carried out with a group of 60 international learners for an Erasmus Intensive Programme to determine...