“…As Jody Shipka explains it, multimodal formats facilitate situated learning through tapping into affective modes of learning and recognizing "highly distributed, embodied, translingual, and multimodal aspects of all communicative practice" (Shipka, 2016, p. 253). Recent studies agree that multimodality enhances rhetorical awareness, supports transferrable multiliteracy skills, and increases student agency (Cedillo, 2017;Dunn, 2021;Gonzales, 2018;Palmeri, 2012) Tanya Clement (2012) lists the crucial components that promote student learning outcomes in a PBL classroom: "critical thinking, commitment, community, and play" (p. 387). In accordance with Clement's findings, the game assignment framed writing and making as collaborative endeavors in which creation of the final project was not an end goal, but a tool to enable productive-and playful-engagement with interactive formats for critical thinking purposes.…”