Exploring University Library Induction Within an Undergraduate Serious Games Design Module.
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| Title: | Exploring University Library Induction Within an Undergraduate Serious Games Design Module. |
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| Authors: | Bates, Matthew1 matthew.bates@ntu.ac.uk, Brown, David1 david.brown@ntu.ac.uk, Fletcher, Jon1 jon.fletcher@ntu.ac.uk, Price, Sandra1 sandra.price@ntu.ac.uk |
| Source: | Proceedings of the European Conference on Games Based Learning. 2012, Vol. 2, p48-55. 8p. |
| Subject Terms: | *Academic libraries, *Undergraduates, *Educational games, *Student engagement, *Academic librarians |
| Abstract: | Libraries form a vital part of the academic process in Higher Education (HE) institutions offering resources and services which are a key cornerstone of academic attainment. Research suggests that the mission of all HE libraries should be to showcase and promote their resources to students via simple and accessible induction resources. This paper is set against a background of development in library induction, with academics and librarians looking to review games-based learning approaches as methods of delivering induction activities to increase student engagement and familiarisation with library services. The paper documents the design and results of a 2010 undergraduate teaching module which investigated the suitability of student-created serious games as induction resources for use by librarians. The module allowed final year undergraduate students to meet regularly with university library staff (as a client) and serious games researchers (as design consultants) to create user sensitive products for use by new university students. The 36 students undertaking the module were divided into self-selecting development teams and guided through a three phase user sensitive design process incorporating: 1) research and analysis of design requirements, 2) communication of ideas via storyboards and prototypes, and 3) modification of designs following a user-based assessment. Students presented both mobile and static products as potential approaches to library induction as part of their module assessment, including use of Quick Response (QR) barcodes to create an augmented 'treasure hunt' around a physical library space. The paper concludes with a review of the module and its output from both client and student perspectives. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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