Many library and information science scholars, as well as those in adjacent fields, publish research that would be useful to help public, academic, special, and school librarians do their jobs even better. But few practicing librarians have the time to find papers that would be relevant, let alone read them. LJ’s column Research Briefs will summarize in plain language some key takeaways of recent research, and point to the full paper for those who want to know more. If you are a scholar or journal editor and would like your paper to be considered for inclusion, please email Lisa Peet at lpeet@mediasourceinc.com.

Houston Cole Library at Jacksonville State University

In an effort to minimize student boredom while learning library information, Jacksonville State University (JSU) librarians implemented gamification―introducing game mechanics into non-game environments―which studies have shown can increase engagement and motivation, and in turn, improve learning across age groups and settings. JSU librarians Karlie Loren Johnson and Kimberly Westbrooks analyzed their results in “Quelling the Boredom with Alternative Instruction: Augmented Reality, Escape Kits, and Scavenger Hunts,” published in the 2021 International Journal on Education and Information Sciences , Vol. 3, No. 1.

Historically, when requested by faculty assigning library research, JSU librarians taught a class on information literacy, as detailed in the Association of College and Research Libraries’ (ACRL) Framework for Information Literacy for Higher Education Information. But librarians were concerned about information retention, as there was no grading involved. And, because they only had one class period per semester-long course to teach complex library research skills, learning had to be as effective as possible.

With fewer and fewer faculty members requesting the instruction, JSU librarians researched alternate teaching methods, weighing their ability to improve intrinsic motivation—a desire to learn that comes from within, rather than being driven by external forces. They landed on gamification, which, in addition to potentially increasing student engagement and motivation, better aligned with JSU’s mission of student-led learning than did traditional classroom instruction. From 2016 through 2019, three game-based learning techniques were tested via a mixed methods case study that included a scavenger hunt, escape room kits, and an augmented reality experience.

In 2016, HCL librarians designed a football-themed scavenger hunt to teach two of the ACRL Framework information literacy concepts: 1) Information Has Value and 2) Searching as Strategic Exploration. The first year, the event took place across 12 of the library’s 13 floors, but overcrowding led to it being moved to covered areas just outside the library in 2017, then online following a tornado in 2018, and finally to a neighboring outdoor plot in 2019. The scavenger hunts had to be put on hold for the COVID pandemic, during which time library instruction took place via Microsoft Teach, but have been in full swing again ever since.

The scavenger hunt involved having a “tailgate ticket” hole punched at various festively decorated tables featuring learning games and swag such as candy and bookmarks. A completed ticket earned students a small bag of items donated by online vendors and local merchants, and an entry to drawings for bigger prizes. The events were well attended and considered a success.

In 2018, campus counseling services and librarians teamed up to host an event promoting emotional intelligence. They did not have the resources to outfit a physical escape room, so they purchased a kit from educational gaming company, Breakout EDU, which involves breaking into locked boxes, aided by invisible ink and UV lights, and storylines and clues provided on the company’s digital platform.

The event was so successful that librarians then used the same escape kits to teach library orientation information to students taking STU 101: First Year Experience. The company’s storylines were not as good of a fit for this application, so Johnson created stories specific to teaching information literacy, which were then pilot tested by 20 STU 101 classes. Two kits per class were deemed to be not enough; purchasing two more ensured that all students could participate and be engaged. Clues that proved too difficult for first-year students were fine-tuned, after which less librarian involvement was needed. The test pilot was considered a fruitful trial run for future implementation.

When librarians were asked to teach specialized library skills to business students taking CBA 115, Business Orientation & Fundamentals, they determined that augmented reality (AR) could be a good fit. Metaverse was chosen due to its AR application being available on both Android and iPhone. HCL subject specialist Westbrooks created three separate storylines for an AR experience that included taking a selfie (to minimize cheating), finding information in business books, and combing through a business database. Students were given a month to complete the game, to cut down on library crowding, and earned a grade for completion. Verbal feedback was positive from both students and the business class instructor.

The authors conclude that extensive research and planning were instrumental in the successful implementation of the gamification and game-based learning activities used by HCL librarians. They note that while a pre-existing game or storyline can be used to meet learning objectives, the opposite can also be true, with objectives being used to create a game or storyline. They stress that marketing was instrumental to the success of their events, involving social media, their campus newspaper and newsletter, flyers, and sidewalk chalk. There has been an increase in faculty requesting library literacy instruction, especially involving gamification. The authors stress that while their research, planning, and implementation of game-based learning took place at their specific medium-sized institution, the potential applications extend broadly.