The instant-immediate world contemporary students have grown up in can provide us with insight into relating HE to a new breed of learners. The project behind this session aims to improve measurable performance through the application of low stake, instant feedback immersion into module content. The project encourages students to accept iterative ‘failure and learning cycles’ to achieve small increments of achievement, and therefore develops resilience and engagement. This is achieved through evaluating the impact of regular student interaction with short challenges and their correlating assessment grades, comparing achievement based on self-motivation with tutor-initiated interaction. This session introduces a broader investigation into motivational factors and gaming style rewards.