Using simulations and game-based learning for information skills training

Abstract

 Information literacy (IL) is increasingly perceived as one of the determinant for students’ academic survival; it is perceived as a vital competence to increase career prospects, partly due to the revolution of Information and Communication Technologies (ICT). Most libraries in higher education institutions have the responsibility of equipping students with IL, and strive to develop innovative approaches for the delivery of IL. On the one hand, although the impact of these novel approaches is noticeable, librarians are still facing challenges to bridge the language barrier and ease geographical constrains faced by students, to engage students in learning activities, and enable them to learn at their own pace. On the other hand, the great potential of video game for educational purpose, to engage learners, effectively deliver training, and dramatically reduce training cost, has been witnessed during the past decades by several researchers. As a result, this paper presents the initial stage of an 18- month experimental research project which aims to investigate the impact of simulation game for IL training in Waterford Institute of Technology. A literature review was conducted to identify current practices involving the use of simulation and games to improve IL training. The review was focused on characteristics of information skills-related learning activities, game features for engaging learning and delivering learning content. It also analyses the impact of different learning styles in terms of constructivist learning theories, instructional design theories. The review looks at the principles that support the design of educational games, for more engaged, motivated, immersed learning activities. This paper will present a preliminary analysis of this review, and focus on the use of 3D virtual environments and gaming technologies to improve IL training. The authors address how constructivist learning theories can be harnessed in virtual worlds to deliver learning content in multiple ways, strike a balance between serious and fun elements, and enable learning by doing with just-in-time information to facilitate acquisition of both information literacy and skills.