Digital games in academic libraries: a review of games and suggested best practices

Abstract

PurposeThe purpose of this paper is to provide an overview of available online library games and offer six suggestions for best practices based on the available games.Design/methodology/approachThe paper presents a thorough review of the literature on online games in libraries as well as an analysis of the games freely available online. Further information from some game designers was sought by e‐mail as needed to enhance the published literature.FindingsA total of 17 online library games have been mentioned in the literature, 11 of which are at least partially available online. They vary greatly in type of game, technical sophistication, cost of development, and visual appeal. Some have been successful (designers report being satisfied), some have been less successful, and some have been abandoned before completion. Suggestions for development of future games include keeping it simple; having a plan to use it in class or market to faculty; “gating” key concepts; making it fun; giving feedback; and play testing throughout the development process.Originality/valueWhile previous articles have mentioned three or four online games in libraries, no one has attempted to make a comprehensive overview or to suggest similarities among what has worked well in these projects. Analyzing the key traits of the more successful games will help librarians develop games in the future.

Revitalizing Traditional Information Literacy Instruction: Exploring Games in Academic Libraries

“…Seen to align with the first four Association of College and Research Libraries (ACRL) Information Literacy Standards, tasks and activities completed through games can facilitate self learning (Broussard, 2011). For example, video game players are able to meet these information literacy standards by evaluating their need for information or tools within a game, by searching for information within a game, by evaluating their best game strategy, and by learning through trial and error (Broussard, 2011). Virtual games in a first-person viewpoint also allow students to be part of the learning environment and to gain a hands-on experience (Martin & Ewing, 2008).…”

Mindfulness and gamification in the higher education classroom: Friends or foes?

“…) that has led to some ideas about best practices. The typology of trivia, role-playing, casual, physical/virtual mix, alternate reality, and social is a good one and allows some comparative work to happen about the most effective kinds of game design in a library context (Broussard, 2012). For example, the use of an immersive first-person experience and a narrative similar to many commercial games seems that potentially could be a useful method to engage complex information literacy skills Clyde & Thomas, 2008).…”

“…When connected to an app or even some low-tech way of creating a quest framework, games seem to have been effective in getting patrons to explore a library and its resources. It has been most effective as part of an information literacy instruction session embedded in specific courses, where employing games as an active learning technique makes imparting the necessary information a more fun experience (Broussard, 2012;Margino, 2013).…”

Exercising library and information literacies through alternate reality gaming

“…In suggesting how to go about implanting these best practices, Broussard (2012) suggests the use of game design elements to guide information literacy game design. Nomad follows this suggestion.…”