Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

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


Published on

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 o o • 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)
  21. 21. COLLABORATIVE GAMES • Pandemic • Escape the Room Games
  22. 22. CASUAL GAMES • Solitaire/Patience • Candy Crush Saga
  23. 23. CLASSIC LIBRARY GAMES • Scavenger hunts – e.g. Library Amazing Race • MLA Jeopardy • The Library Game (gamification of library usage and services)
  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