Playing the literacy game: a case study in adult education

Kambouri, Maria; Thomas, Siobhan; Mellar, Harvey

doi:10.1080/17439880601022015

Cited by 18 publications

(10 citation statements)

References 6 publications

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“…Games in higher education have been documented in a number of fields, including medicine, education, and literacy (Kanthan and Senger, 2011;Kablan, 2010;Kambouri et al, 2006). Using games in libraries has proved quite popular.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Learners are more willing to engage with a game that is familiar to them. Offering students a point of reference within a new game fosters confidence (Kambouri et al, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…As the literature shows, self-guided tours can be highly effective, and an educational game seemed the perfect solution for student engagement (Marcus and Beck, 2003). Research has also shown that using a known game provides a valuable point of reference, the children's game Clue seemed a natural fit as the theme of the game (Kambouri et al, 2006). Games used in other libraries -murder mysteries, races, scavenger hunts -were deemed too complicated or too time-consuming to set up.…”

Section: Objectives Of Get a Cluementioning

confidence: 99%

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Getting a clue: creating student detectives and dragon slayers in your library

Smith

Baker

2011

Reference Services Review

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Purpose -The purpose of this paper is to describe how Utah Valley University Library staff created two games to orient students to the library and library services. Design/methodology/approach -Library staff developed and marketed the Get a Clue game, which used clues placed throughout the building at the beginning of the Fall semester to orient new students as they solved a mystery. During the Spring semester, the library staff introduced library services through LibraryCraft, an online game where students used library resources to slay a dragon. Findings -In post-game surveys, students found the games entertaining and informative. The results show students saw the orientations as a good use of their time and their comfort levels with library services increased. Practical implications -As a means of engaging and informing students, games offer a new means of orienting students to the library and library services. The self-paced game approach allows students to learn valuable information with minimal impact on staff. Originality/value -This paper offers practical information about using games as an academic library orientation. Assessment data support the effectiveness of games as an effective, asynchronous method of introducing students to a library facility and services. This information can be used by other libraries to create their own self-paced orientation games.

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Section: Literature Reviewmentioning

confidence: 99%

“…Learners are more willing to engage with a game that is familiar to them. Offering students a point of reference within a new game fosters confidence (Kambouri et al, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Objectives Of Get a Cluementioning

confidence: 99%

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Getting a clue: creating student detectives and dragon slayers in your library

Smith

Baker

2011

Reference Services Review

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“…Another option is the creation of a bespoke game, such as the action-adventure game developed to teach basic literacy skills to adults (Kambouri, Thomas, and Mellar 2006). This enables a designed match of learning outcomes with gaming outcomes for a specific user group.…”

Section: Selecting a Virtual Gaming Environmentmentioning

confidence: 99%

Collaborative virtual gaming worlds in higher education

Whitton

Hollins

2008

ALT-J

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There is growing interest in the use of virtual gaming worlds in education, supported by the increased use of multiuser virtual environments (MUVEs) and massively multiplayer online role-playing games (MMORPGs) for collaborative learning. However, this paper argues that collaborative gaming worlds have been in use much longer and are much wider in scope; it considers the range of collaborative gaming worlds that exist and discusses their potential for learning, with particular reference to higher education. The paper discusses virtual gaming worlds from a theoretical pedagogic perspective, exploring the educational benefits of gaming environments. Then practical considerations associated with the use of virtual gaming worlds in formal settings in higher education are considered. Finally, the paper considers development options that are open to educators, and discusses the potential of Alternate Reality Games (ARGs) for learning in higher education. In all, this paper hopes to provide a balanced overview of the range of virtual gaming worlds that exist, to examine some of the practical considerations associated with their use, and to consider their benefits and challenges in learning and teaching in the higher education context.

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“…Hohlfeld et al (2013) studied the differences between men and women when using ICT, discovering that women perform better than men in all the digital literacy areas of ICT. Even so, assessment of ICT use in adults with basic skills shows that, using multimedia games, males reach greater levels of skill (Kambouri et al, 2006). With regard to age, Broady et al (2010) note that various studies (Laguna and Babcock, 1997;Timmermann, 1998) show that adults and older people are not well adapted to computers.…”

Section: Adult Education and Use Of Ict In The Canary Islandsmentioning

confidence: 99%

Teachers and students thoughts on the integration of information and communication technologies (ICT) and its use in adult centres: The case of the Canary Islands

Almeida¹,

Bermúdez²,

SÃ¡nchez³

2015

Educ. Res. Rev.

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This study presents the results of an investigation carried out with teachers and students of adult centres of the Canary Islands, Spain. The main goal of the investigation was to determine the opinions and the formation of both teachers and students about information and communication technologies (ICT) and whether they use these technologies in their daily life. For this purpose, two questionnaires were created, one for teachers and one for students, with some questions especially designed for each group and a common section for both groups. A total of 760 people participated in the study investigation to a total of 31 adult centres in the Canary Islands. Similarities and differences in their way of thinking about ICT were established from their responses to the common section, and this will help us to improve their teaching-learning process in adult centres of the Canary Islands, as well as to determine the necessary resources to implement some processes with technology.

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Playing the literacy game: a case study in adult education

Cited by 18 publications

References 6 publications

Getting a clue: creating student detectives and dragon slayers in your library

Getting a clue: creating student detectives and dragon slayers in your library

Collaborative virtual gaming worlds in higher education

Teachers and students thoughts on the integration of information and communication technologies (ICT) and its use in adult centres: The case of the Canary Islands

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