“With game-based approaches, play becomes a way of making change happen in the real world.”

Sari Gilbert

Historically, libraries have been a means of education and lifelong learning for all those who seek it. In today’s information society, libraries are a fundamental resource as people strive to improve themselves in this fashion. “Information literacy is a survival skill in the Information Age,” according to Cunningham and Rosenblatt (2018, p. 198). They argue that the information-literate know how to find, evaluate and use information effectively.

Games are extremely effective learning tools. According to Gilbert (2016), games encourage us to manipulate existing constructs, attract new interested parties, revitalize the repetitive and uninteresting, and create new social interactions. This indicates a real value to be gained from using games to facilitate growth and stimulate learning. There is a new generation of learners who have grown up with games as a continuous presence in their lives; for them learning from games is second nature, therefore making games an extremely effective learning tool.

Info 287 - Gamifying Information

The purpose of this class was to provide guided practice in creating simple games that teach and reinforce information skills for information institutions (i.e. libraries, archives, and museums) and to practice evaluating games as learning tools. My focus was on gamifying information literacy.

I learned how to express the value of games as learning tools and how information games can support the missions of information institutions. I identified specific information-skills content to embed in a gamified project, and identified an information institution and its clientele to benefit from a gamified project. I learned how to create simple projects to gamify Information Science content that benefits an information institution. I also practiced the evaluation of games based upon measurable criteria including game elements, technical presentation, and learning outcomes.

Class assignments that explored these learning outcomes included defining games and brainstorming for game ideas, finding and describing resources that support the value/implementation of specific information skills and the value of games as learning tools, playing and evaluating games, creating games and reflecting on process, and ultimately creating a game proposal.

Games as Learning Tools

For this artifact, I investigated resources that informed my thinking about the value of games as learning tools. My argument was based on class readings and other sources supporting my argument for the value of games as educational tools, or the value of gamifying. I argue that games can be effective learning tools, and how this is accomplished.

Brainstorm

This artifact displays evidence of my effort to follow Seelig's formal brainstorming method. The method includes (Yes! .... And) statements with no judgments. Before the brainstorm I shared my target content, target host institution, and my game idea as a 'starter kernel.' We set up a group meeting and ran a warm up exercise. We assigned a scribe to take notes. We used outlandish 'Yes! And' ideas, for each participant's 'starter kernel.' The method calls for participants to focus on the completely unrealistic. We were not to contribute ideas that can be easily implemented. Instead we were only to contribute zany and outlandish ideas from which there is no way you could ever implement your ideas into a game. The brainstorm resulted in a great idea that I ultimately used to level up in my game. Finally, a write up of an elevator speech from my brainstormed idea is included.

Game Proposal

This artifact demonstrates my ability to create a simple game filled with game elements, substantiate the value of my game as a learning tool, align the game with an institution's goals, and provide a tool to assess the game value to the institution. Prezi was chosen to host all of the proposal elements. The pieces were assembled to make a persuasive proposal for the game, including the game context, the game materials, and the game bibliographies. The Game Proposal includes the institution that will host the game, the goals of that host institution that align with the game content, the learning goals of the game that align with the host institution's goals, other learning goals of the game, the game players, 1 game with 1 leveled up component (a polished game), a strategy to promote the game, 1 example of promotional material for the game, a polished assessment tool for the game. The Proposal also includes supporting documentation, including the learning content explained, the value of games as learning tools explained, an appendix of games created for the class, and source citations.

Reflection

The gamification process makes learning fun and engaging. Although this game proposal was never realized through Marydean Martin Library, I am confident not only in my ability to adapt this game for any institution, but also in my skills to gamify other information in a similar fashion. The gamification process now informs my thinking, and adds a competitive edge to my approach for future projects.

References

Cunningham, A., & Rosenblatt, S. (2018). Teaching Users. In S. Hirsh (Ed.), Information services today: An introduction (2nd ed., 195-210). Lanham: Rowman & Littlefield.

Gilbert, S. (2016). Designing Gamified Systems: Meaningful Play in Interactive Entertainment, Marketing and Education (1st ed.). Routledge. https://doi.org/10.4324/9781315856674

Seelig, T. (2012). InGenius, NY: Harper One. Chapter 3 Brainstorming.