The Durban University of Technology has been exploring new ways of teaching information literacy. Students’ learning preferences have evolved; thus, it is critical to experiment with new teaching strategies to stay current and hold their interest. Research shows that for many students, a didactic approach to teaching information literacy can be extremely boring and ineffective. By introducing educational games with predetermined learning objectives into the information literacy curriculum, game-based learning might be the answer. Wilson et al. (2017) state that the effectiveness of games in teaching and learning has been thoroughly proven in educational studies. The use of games as a medium for learning is not a new concept. Games can benefit the learning process regardless of their complexity or whether they incorporate technology. Today’s students have grown up playing computer and video games, which has influenced how they receive information and learn (Aziz et al. 2018). Games-based learning can help to speed up knowledge transfer and application for students to actively participate in class activities alongside their peers, which benefits their ability to learn new material. Games can be used to uncover learning gaps in students and to promote engagement without concern about criticism (Chesley, C., & Anantachai, T. 2019). The objective of this paper was to identify the effectiveness of game-based learning whilst adding value to the student learning experience. The ADDIE model guided the design and development of the game. This model consists of five phases: Analysis, Design, Development, Implementation, and Evaluation. To design the game the learning objectives were used as a guideline. The game was designed for students to complete within the time limit and to make them feel proud of finding solutions. During pre- and post-game conversations, the learning outcomes were clarified and reinforced. Semi-structured interviews and focus groups were used to collect data and measure the effectiveness of game-based learning. This paper investigates students’ experiences with information literacy through game-based learning.
References
- Anantachai, T. & Chesley, C. (2019). Level up the one-shot: Empowering students with backward design and game-based learning. In Rigby, M. & Steiner, S. (Eds.), Motivating students on a time budget: Pedagogical frames and lesson plans for in-person and online information literacy instruction (pp. 167–180). Chicago, IL: ACRL. Retrieved January 11, 2023, from https://scholarsarchive.library.albany.edu/ulib_fac_scholar/109
- Aziz, A. N., Subiyanto, S., & Harlanu, M. (2018). Effects of the digital game-based learning (DGBL) on students’ academic performance in Arabic learning at Sambas Purbalingga. KARSA: Journal of Social and Islamic Culture, 26(1), 1–22. Retrieved January 10, 2023, from http://ejournal.iainmadura.ac.id/index.php/karsa/article/view/1518/1146
- Wilson, S. N., et al. (2017). Game-based learning and information literacy: A randomized controlled trial to determine the efficacy of two information literacy learning experiences. International Journal of Game-Based Learning (IJGBL), 7(4), 1–21. https://doi.org/10.4018/IJGBL.2017100101
Patricia Badenhorst, Nontutuzelo Sogoni
Durban University of Technology, South Africa
English 
French