Learning by game design: Exploring its potential in undergraduate information literacy instruction

Abstract

Abstract This study explores the use of game design and its impact on content learning, understanding and retention of knowledge, in information literacy classes. Information literacy (IL) concept is considered critical in a growing number of social and academic contexts. Despite the importance of IL many learners still have little idea how to evaluate information for relevance, accuracy or authority and are generally uncritical about messages offered to them through online media. The discourse on the use of games as a platform for library orientations and instruction is increasingly addressed in the current practitioner oriented literature. However, very few learning programs offer the design component. This quasi‐experimental study uses a pre‐test/post‐test design. The sample is a non‐probability convenience sample of undergraduate students. Findings show that students were able to design functional games using various game design characteristics. This study has the potential of creating new knowledge about the incorporation of learning by game design specific to higher education and libraries.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.