There is evidence that video games can promote an inquiry-based and dynamic form of lifelong learning. For example, video games have been shown to support problem-solving processes, developing critical thinking skills, and foster the communication skills necessary for civic engagement. This study examined how scholarship is informed through problem based learning (PBL) and game play of an alternate reality game (AltRG). We examined instructor practices in an undergraduate course as a means of identifying those elements of the learning environment that inform the Scholarship of Teaching and Learning. Qualitative results are discussed in light of how large enrollment undergraduate courses can be designed to better promote cognitive engagement with academic literacy.