Game based learning, although not new to higher education, has become increasingly more prevalent in recent years. Research has show that the millennial generation responds well to the type of active learning involved in educational gaming, and that it can increase student engagement, collaboration, and practical application of conceptual skills such as problem solving and critical thinking. Over the past decade, academic libraries have also incorporated games into information literacy instruction. Principles of well designed games lend itself to learning outcomes for information literacy such as developing research strategies and evaluating information. The Scottsdale Community College (SCC) Library Faculty have created and implemented several learning games within their instruction program ranging from simple question based activities to more in-depth scenario based competitions.
In this session, SCC Library Faculty will outline the process of creating a successful scenario based learning game and the benefits to students. They will showcase the learning game they created for BIO181, a biology for majors course. The team based game incorporates specific information literacy learning outcomes relevant to biology course competencies. It challenges students to use their research and information skills to save the college from an impending viral epidemic and escape certain doom.
The session will conclude with small group brainstorming, so that participants can begin developing ideas for learning games for their own classes.
