This paper evaluates the process and outcomes of converting a library orientation tutorial into a game in a cornerstone design and communication class in the Engineering Science program at the University of Toronto. The purpose of the tutorial is to help students meet many of the Information Literacy Standards for Science and Engineering/Technology, as well as introduce them to important resources in their field. A hands-on tutorial session aims to move 300 students (100 per session) from a reliance on brute force and shallow approaches towards refining their techniques for information discovery and evaluation -working smarter not harder. The idea of making a game aimed to create incentives for learning, to allow for self-paced learning, and to introduce students to the professional body of knowledge they will need as professional engineers. The idea of gamifying activities for students offers a new approach to teaching that we evaluate in terms of outcomes, and in comparison with the previous pre-game version of the activity. Our evaluation of the activity considers the design of effective achievement levels and learning areas, logistical concerns of large numbers of students in a library, and achievement of learning outcomes. Overall student were more motivated and attained library search strategies; moreover, we have seen improved learning transfer to subsequent course activities. For these reasons, we find that gamification offers motivation in the educational setting that activates the competitive nature of engineering students, while enabling faster development of skills than prior methods.