Poster on Gamification in Libraries

1. RESEARCH POSTER PRESENTATION DESIGN © 2012
www.PosterPresentations.com
Gaming is on the rise. Research indicates that more than half a
billion people worldwide play at least one hour of online games
each day. Within the United States, it is estimated that there are
183 million daily gamers with at least five million of these
individuals committing more than forty hours per week to game
play (Kim, 2015).
Under this backdrop of game proliferation, the potential of
“gamification” has taken root. According to Zichermann (2011),
gamification is the process of applying “game-thinking and game
mechanics to engage users and solve problems.” Essentially,
gamification involves adding a “game layer on top of the real
world” (Kim, 2015). Gamification and its application within
academia and librarianship has been a particularly popular topic as
of late. This emerging technology has been discussed by numerous
scholarly articles, American Library Association conference panels,
and is even the focus of its own Library Information & Technology
Association interest group (Felker, 2014).
This poster will provide an overview of what exactly constitutes
gamification, its current use in libraries, potential further
applications of the technology, and the challenges faced in its
implementation.
Introduc)on
What
is
gamifica)on
Lemontree
The University of Huddersfield partnered with an external design company to create a gamified library platform called Lemontree. The primary
purpose of the gamification effort was to increase engagement with the library by providing a game layer interwoven with traditional library
activities, such as checking out materials and using e-resources. Developers wanted to focus on a playful, light-hearted aesthetic, short term and
long term narration timelines, and social aspects of sharing and competitiveness. Students could earn points and badges for “borrowing and
returning items, leaving reviews, entering the library, and using online resources” (Walsh, 2014, p. 44).
According to the LibraryGame website, patrons can sign up for Lemontree by: 1) downloading the app and linking their library card; 2) use the
library as normally would; 3) accumulate points for activities via the app that can be shared on multiple platforms (RITH Limited).
Ultimately, the Lemontree program proved to be a success. It boasted over 1,000 registered users after the first year of operation and reported
the majority of students felt that Lemontree had in fact changed their library behavior (Walsh, 2014, p.47). The findings suggested that students
could benefit from a gamification system placed within an academic library setting.
Walsh cautioned that such a gamification program was not a panacea for student engagement and recommended that it merely be “part of a suite
of tools” used to engage students with the library. Feedback further suggested that students desired greater social elements within the
Lemontree platform (Walsh, 2014, p.48).
Mobile Scavenger Hunts
The North Carolina State University Library used gamification by altering the traditional one-shot information literacy session into a mobile
scavenger hunt. Students were broken into teams of four and given 15 library related questions to answer using an iPod touch. The questions
required students to explore the library, use resources, and interact with staff. Questions were answered in real time and points were awarded
for correct answers. Over the course of the gamification project, more than 1,600 students participated in the scavenger hunt, and 91% of
participants stated it was “fun and enjoyable” while 93% indicated they “learned something new about the library” (Kim, 2015, p. 24).
The New York Public Library also developed a mobile scavenger hunt called Find the Future. This library gamification effort centered around a
“one-time, in-person, overnight game played by 500 people” at the library by searching out “100 ‘artifacts’—actual historical items that were
part of the library’s collection—which helped players to experience the library in a novel and entertaining way” (Spina, 2013, p. 8). Jane
McGonigal, a game design expert, assisted in the creation of Find the Future. McGonigal said of the rationale behind this use of gamification:
“The game is designed to empower young people to find their own futures by bringing them face-to-face with the writings and objects of people
who made an extraordinary difference” (New York Public Library).
Use
in
Libraries
First, designers must plan a clear goal. A librarian should not embark upon a gamification concept simply because it is a shiny and new
pedagogical technology. It is imperative that a gamification design attempt to “match specific learning goals with types of games or gaming
elements” to ensure success (Kim, 2015, p.31).
Moreover, before jumping into a gamification project, a librarian must ask the question “How will gamification help me achieve this goal?” (Spina,
2013, p. 9). Gamification does not work in all situations. It is important to decide if a given activity will be enhanced by gamification.
Additionally, a librarian must consider the intended target group for gamification. A decision must be made as to whether to cater to only a
fraction of users or all library users. Without knowing the particular needs of a target user group, it is impossible to create a meaningful
gamification experience, which may otherwise have a detrimental effect (Kim, 2015; Spina, 2013).
Finally, a gamification project must consider the ability to receive feedback and evaluate the project. Without such, it becomes increasingly
difficult to create meaningful improvements to the project (Kim, 2015; Spina, 2013).
Best
Prac)ces
Conclusion
Gamification represents an exciting new technological trend within
librarianship. With the ubiquity of smart phones, mobile data, and
social media intersecting with the creativity of information
professionals—gamification can produce some novel experiences for
library users. Gamification has already been used to enhance
library tours, information literacy instruction, and interaction with
traditional materials. However, as the literature cautions, it is
important not to consider gamification a panacea for all library
woes nor as applicable in all situations. It is necessary to thoroughly
plan and consider any potential attempt at gamification. Most of
all, gamification must be fun or be doomed to failure. But as Felker
alluded to, if there have been successful games “built around
everything from waiting tables to harvesting crops to air traffic
control”—why not libraries, too? (2014, p. 21).
References
Felker, K. (2014). Gamification in libraries. Reference & User
Services Quarterly, 54(2), 19-23.
Kapp, K.M. (2012). The gamification of learning and instruction:
Game-based methods and strategies for training and education.
San Francisco: Pfeiffer.
Kim, B. (2012). Harnessing the power of game dynamics: Why, how
to, and how not to gamify the library experience. C&RL News,
73(8), 465-469.
Kim, B. (2015). Understanding gamification. Library Technology
Reports, 51(2), 5-35.
New York Public Library. (2011). Six Questions for Jane McGonigal.
Retrieved from http://exhibitions.nypl.org/100/digital_fun/
jane_mcgonigal
Running In The Halls Limited. (2013). How does Librarygame work?.
Retrieved from http://librarygame.co.uk/how.html
Spina, C. (2013). Gamification: Is it right for your library?. AALL
Spectrum, 17(6), 7-25.
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.
Zichermann, G. & Cunningham, C. (2011). Gamification by design:
Implementing game mechanics in web and mobile apps. Sebastopol,
CA: O’Rielly Media.
Contact
jrwallace@valdosta.edu
@jrwlib
jrwlib.blogger.com
Gamification can be a difficult thing to define. Throughout the
literature, there appeared to be multiple working definitions of the
term. The most oft cited definition is the Zichermann construct
discussed above—that gamification is the application of “game-
thinking and game mechanics to engage users and solve problems.”
Moreover, Kapp (2012) described gamification as “using game-based
mechanics, aesthetics and game thinking to engage people,
motivate action, promote learning, and solve problems.” Kapp
emphasized that gamification delivers content “for a purpose other
than pure entertainment.” Both of these definitions center on the
imposition of game-thinking and mechanics to real world situations
to engage people and address problems.
Game mechanics often involve the layering of “points, badges and/
or leaderboards” on to an activity (Spina, 2013, p.7). These
mechanics can elicit powerful emotions in users such as a sense of
engagement, thrill of instant feedback, sense of accomplishment,
and the gratifying completion of a difficult challenge.
Described another way, gamification can be understood under the
MDA framework which stands for: 1) mechanics; 2) dynamics; 3) and
aesthetics. Whereas these terms represent: 1) rules; 2) system; and
3) fun respectively (Kim, 2015).
John
R.
Wallace
Valdosta
State
University
Gamifica:on
as
an
Emerging
Technology
in
Libraries