Meaningful Implementation of Gamification in Information Literacy Instruction

Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 552)

Abstract

Today’s information society has brought up a new generation of learners that demands more dynamic and interactive teaching approaches and has to be equipped with new types of skills. Especially in education, gamification has been an emerging trend in the last few years. Game elements and patterns are used to engage students in certain actions and shape their behavior. However, there is a distinction between purely reward-based and meaningful gamification, which can result in high quality learning. The aim of this study is to illustrate the positive effect that meaningful implementation of game elements and patterns can have on behavioral outcomes. Looking at the results of a comprehensive evaluation of The Legend of Zyren reveals that a clever way of implementing the content into the gaming context has a strong influence on both personal engagement and content mastery. The results illustrate that students who were more engaged in the game also had significantly better results in the final exam on information literacy.

Keywords

Information literacy Gamification Higher education Motivational affordances 

References

  1. 1.
    Dunning, J.H.: Regions, globalization, and the knowledge economy: issues stated. In: Dunning, J.H. (ed.) Regions, Globalization, and the Knowledge-Based Economy, pp. 7–41. Oxford University Press, Oxford (2000)Google Scholar
  2. 2.
    Black, R.W.: English-language learners, fan communities, and 21st-century skills. J. Adolesc. Adult Lit. 52, 688–697 (2009)CrossRefGoogle Scholar
  3. 3.
    Trilling, B., Fadel, C.: 21st Century Skills: Learning for Life in our Times. Jossey-Bass, San-Francisco (2009)Google Scholar
  4. 4.
    Chu, S.K.W., Tavares, N., Chu, D., Yee, H.S., Chow, K., Siu, F., Wong, M.: Developing upper primary students’ 21st century skills: inquiry learning through collaborative teaching and web 2.0 technologies. Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong, Hong Kong (2012)Google Scholar
  5. 5.
    Lee, J.J., Hammer, J.: Gamification in education: what, how, why bother? Acad. Exch. Q. 15, 1–5 (2011)Google Scholar
  6. 6.
    Prensky, M.: Digital game-based learning. Comput. Entertain. 1, 1–4 (2003)CrossRefGoogle Scholar
  7. 7.
    Sheldon, L.: The Multiplayer Classroom: Designing Coursework as a Game. Cengage Learning, Boston (2012)Google Scholar
  8. 8.
    Salen, K., Torres, R., Wolozin, L., Rufo-Tepper, R., Shapiro, A.: Quest to Learn – Developing the School for Digital Kids. MIT Press, Cambridge (2011)Google Scholar
  9. 9.
    Wu, W.W.Y., Chu, S.K.W., Chan, H., Wong, J., Tse, S.K., Tavares, N., Mok, S.W.S.: Strengthening students’ reading comprehension ability (both Chinese and English) through developing children’s literature e-quiz bank on the cloud. In: 19th International Education & Technology Conference (2014)Google Scholar
  10. 10.
    Knautz, K., Göretz, J., Wintermeyer, A.: Gotta catch ‘Em All’ - game design patterns for guild quests in higher education. In: iConference 2014 Proceedings, pp. 690–699. iSchools, Illinois (2014)Google Scholar
  11. 11.
    Deci, E.L.: Effects of externally mediated rewards on intrinsic motivation. J. Pers. Soc. Psychol. 18, 105–115 (1971)CrossRefGoogle Scholar
  12. 12.
    Deci, E.L., Koestner, R., Ryan, R.M.: Extrinsic rewards and intrinsic motivation in education: reconsidered once again. Rev. Educ. Res. 71, 1–27 (2001)CrossRefGoogle Scholar
  13. 13.
    Deci, E.L., Ryan, R.M.: The empirical exploration of intrinsic motivational processes. In: Berkowitz, L. (ed.) Advances in Experimental Social Psychology, vol. 13, pp. 39–80. Academic Press, New York (1980)Google Scholar
  14. 14.
    Nicholson, S.: Two paths to motivation through game design elements: reward-based gamification and meaningful gamification. In: iConference 2013 Proceedings, pp. 671–672. iSchools, Illinois (2013)Google Scholar
  15. 15.
    Nicholson, S.: A user-centered theoretical framework for meaningful gamification. In: Games, Learning, Society, pp. 1–7. ETC Press, Pittsburgh (2012)Google Scholar
  16. 16.
    Ryan, R., Deci, E.: Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp. Educ. Psychol. 25, 54–67 (2000)CrossRefGoogle Scholar
  17. 17.
    Garris, R., Ahlers, R., Driskell, J.E.: Games, motivation, and learning: a research and practice model. Simul. Gaming 33, 441–467 (2002)CrossRefGoogle Scholar
  18. 18.
    Ryan, R.M., Deci, E.L.: Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol. 55, 68–78 (2000)CrossRefGoogle Scholar
  19. 19.
    Gagne, M., Deci, E.L.: Self-determination theory and work motivation. J. Organ. Behav. 26, 331–362 (2005)CrossRefGoogle Scholar
  20. 20.
    Grolnick, W.S., Ryan, R.M.: Autonomy in children’s learning: an experimental and individual difference investigation. J. Pers. Soc. Psychol. 52, 890–898 (1987)CrossRefGoogle Scholar
  21. 21.
    Leonard, D.C.: Learning Theories A to Z. Greenwood Press, Westport (2002)Google Scholar
  22. 22.
    Scardamalia, M., Bereiter, C.: Knowledge building: theory, pedagogy, and technology. In: Sawyer, R.K. (ed.) The Cambridge Handbook of the Learning Sciences, pp. 97–115. Cambridge University Press, New York (2006)Google Scholar
  23. 23.
    Barab, S., Pettyjohn, P., Gresalfi, M., Volk, C., Solomou, M.: Game-based curriculum and transformational play: designing to meaningfully positioning person, content, and context. Comput. Educ. 58, 518–533 (2012)CrossRefGoogle Scholar
  24. 24.
    Bereiter, C., Scardamalia, M.: Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise. Open Court, Chicago (1993)Google Scholar
  25. 25.
    Gee, J.P.: Learning and games. In: Salen, K. (ed.) The Ecology of Games: Connecting Youth, Games, and Learning, pp. 21–40. MIT Press, Cambridge (2008)Google Scholar
  26. 26.
    Deterding, S., Dixon, D., Khaled, R., Nacke, L.: From game design elements to gamefulness: defining “Gamification”. In: MindTrek 2011, pp. 1–7. ACM New York (2011)Google Scholar
  27. 27.
    Zichermann, G., Cunningham, C.: Gamification by Design. O’Reilly Media Inc., Sebastopol (2011)Google Scholar
  28. 28.
    Muntean, C.I.: Raising engagement in e-learning through gamification. In: The 6th International Conference on Virtual Learning ICVL, pp. 323–329. Bucharest University Press, Bucharest (2011) Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Open Access This chapter is distributed under the terms of the Creative Commons Attribution Noncommercial License, which permits any noncommercial use, distribution, and reproduction in any medium, provided the original author(s) and source are credited.

Authors and Affiliations

  1. 1.University of Duisburg-EssenEssenGermany
  2. 2.Heinrich-Heine-University DüsseldorfDüsseldorfGermany

Personalised recommendations