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Playing for keeps: Game design and implementation for long-term learning - Catherine Fahey & Marcela I Isuster

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Presented at LILAC 2016

Published in: Education

Playing for keeps: Game design and implementation for long-term learning - Catherine Fahey & Marcela I Isuster

  1. 1. PLAYING FOR KEEPSG A M E D E S I G N A N D I M P L E M E N T A T I O N F O R L O N G - T E R M L E A R N I N G C A T H E R I N E F A H E Y , M L I S S A L E M S T A T E U N I V E R S I T Y M A R C E L A Y . I S U S T E R , M L I S M C G I L L U N I V E R S I T Y
  2. 2. READY, SET...
  3. 3. GAMES AND INFORMATION LITERACY Learning through games VS Games that teach mechanics or test knowledge (scavenger hunts, library Jeopardy)
  4. 4. THE GREAT INFORMATION LITERACY GAME AT SSU • Designed for Summer Bridge Academy 2015 ○ Program for Students on Conditional Acceptance (6 weeks) ○ Information Literacy Course (1.15 hs a week x 5 weeks) taught by librarians. • No class prep between classes • Teams investigate a topic or “mystery” in depth, gaining access to research tools as they advance levels.
  5. 5. CHOOSING YOUR AUDIENCE • Who is your audience? • What kind of skills do they have? • What is their attention span? • What are their needs?
  6. 6. SETTING LEARNING OBJECTIVES • What is the overarching goal? • What do you expect participants to learn? Keep it simple and realistic
  7. 7. THE NEW ACRL FRAMEWORK Six Frames: • Authority Is Constructed and Contextual • Information Creation as a Process • Information Has Value • Research as Inquiry • Scholarship as Conversation • Searching as Strategic Exploration
  8. 8. CHOOSING THEMES • Vehicle for learning skills • Makes the game interesting • Stay current • Look for links with your institution and/or audience
  9. 9. WRITING THE RULES • Inspiration from casual games (Angry Birds, Solitaire, Candy Crush) • Mechanics to reinforce learning, not to learn game mechanics o Level based o Collaborative/Co-operative (player with player, not player vs. player) o Harry Potter House Cup Rules for classroom management
  10. 10. DEVISING A SCORING SYSTEM Inspiration from existing source evaluation models: CRAAP, SMELL • Adaptable • Scalable • Winnable
  11. 11. CHOOSING YOUR MEDIA AND PREPARING MATERIALS • Public domain images o Google Images - Usage Rights filter o Flickr - Creative Commons filter o Wikimedia Commons o https://pixabay.com/ o http://www.publicdomainpictures.net/ o http://search.creativecommons.org/ • MS Publisher is your friend • Google Docs is also your friend • Stationery stores
  12. 12. ...GO!
  13. 13. REACTIONS
  14. 14. SCORING • Using a rubric, students rank sources o Good sources get more points • Scoring done by other teams o Peer assessment o Student-led learning o Flipped classroom • Teams had to be able to justify why their scoring o Accountability o Knowledge of materials
  15. 15. PRIZES • DO NOT make it all about the prizes • They do not need to be expensive • The next level is the reward
  16. 16. SUCCESSES • Game was implemented by three other librarians • Game can be easily used in subsequent years (just change the themes) • High levels of student engagement • Ownership over learning • Serendipitous learning led to valuable lessons • Covered the entire curriculum • Immediate assessment Oh, I get why we are doing this! I can't use my cellphone, I'm in the library class!
  17. 17. LESSONS LEARNED • Playtest. Playtest. Playtest. • Describe the mystery scenarios more fully • More focused themes • Monitor time carefully • Coordinate rules and prizes with other librarians
  18. 18. BONUS ROUND
  19. 19. CREATE YOUR OWN GAME Planning • Who are your players? • What do you want to accomplish? – What is Winning? – What are they Learning? • How much time do you have? – One-shot class vs. semester? Constraints: • No Trivia Games • Playable with pencil & paper (and library computer)
  20. 20. QUESTIONS? COMMENTS? CONCERNS?
  21. 21. COLLABORATIVE GAMES • Pandemic https://boardgamegeek.com/boardgame/30549/pandemic • Escape the Room Games https://en.wikipedia.org/wiki/Real-life_room_escape
  22. 22. CASUAL GAMES • Solitaire/Patience https://en.wikipedia.org/wiki/Patience_(game) • Candy Crush Saga http://candycrushsaga.com/
  23. 23. CLASSIC LIBRARY GAMES • Scavenger hunts – e.g. Library Amazing Race http://www.geneseo.edu/~costello/website/Amazing%20Race_lesson.pdf • MLA Jeopardy http://web.arc.losrios.edu/~library/mla_jeopardy.ppt • The Library Game (gamification of library usage and services) http://librarygame.co.uk/
  24. 24. GAMIFICATION IN LIBRARIES • Designing Gamification in the Right Way. (2015). Library Technology Reports, 51(2), 29-35. • Gamification in Education and Libraries. (2015). Library Technology Reports, 51(2), 20-28. • Walsh, A.(2014). The potential for using gamification in academic libraries in order to increase student engagement and achievement. Nordic Journal of Information Literacy in Higher Education 6(1): 39-51.
  25. 25. GAMES IN EDUCATION • Faiella, F., & Ricciardi, M. (2015). Gamification and learning A review of issues and research. Journal Of E-Learning & Knowledge Society, 11(3), 13- 21. • Holmes, J. B., & Gee, E. R. (2016). A framework for understanding game- based teaching and learning. On The Horizon, 24(1), 1-16. doi:10.1108/OTH-11-2015-0069
  26. 26. THANK YOU! C A T H E R I N E F A H E Y C F A H E Y @ S A L E M S T A T E . E D U M A R C E L A Y . I S U S T E R M A R C E L A . I S U S T E R @ M C G I L L . C A

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