Gamification is exactly what it sounds like: incorporating game dynamics into situations where\u00a0they wouldn\u2019t normally be, like information literacy instruction. The NMC Horizon Report >\u00a02014 Higher Education Preview<\/a> defines is as, \u201cthe integration of gaming elements, mechanics,\u00a0and frameworks into non-game situations and scenarios.\u201d The oft-cited example is that of\u00a0Foursquare, an app-based social media tool that awards users with badges and designations\u00a0(such as the Mayor of a location) when users \u201ccheck in\u201d at a location.<\/p>\n Gamification of instruction is the natural step. Research<\/a> indicates that playing videos games\u00a0increases production of dopamine, a hormone that makes learning easier. Also<\/a>, \u201cpeople are\u00a0more motivated, engaged, and often achieve more in games than in the real world.\u201d Plus,\u00a0adding gaming elements to non-gaming situations is just plain fun (at least if you\u2019re doing it\u00a0right.)<\/p>\n There are many ways that librarians can incorporate gamification into instruction, especially\u00a0in information literacy teaching.<\/p>\n There are many ways that you can incorporate game play into instruction, such as level or\u00a0badge systems (I went to a talk on YALSA\u2019s lifelong learning badge system<\/a> at Midwinter 2012\u00a0that looked interesting) or even rewards programs (like I have my grocery store!)<\/p>\n If you\u2019d like to learn more, the Gaming Round Table is hosting an ALA Annual preconference on\u00a0Friday, June 27 in Las Vegas called Using Meaningful Gamification to Motivate Library Users: A\u00a0Hands-on Workshop<\/a>. It sounds fun and educational! (Of course, I won\u2019t be able to attend since\u00a0I\u2019m on the committee for this<\/a> NMRT public speaking preconference.)<\/p>\n Here are a few additional resources if you\u2019d like to read more:<\/p>\n \u2022 The NMC Horizon Project<\/a>, which publishes reports for Higher Ed<\/a>, K-12<\/a>, and Museums<\/a> Adding gaming elements to instructions makes it more fun, incentivizes and motivates students to\u00a0learn, gives bragging rights to the nerds with the most badges or highest level attainment, and there is\u00a0always the possibility of zombies.<\/p>\n","protected":false},"excerpt":{"rendered":" by Holly Boyer, former Head Editor,\u00a0INALJ Virginia previously published 4\/14\/14 Gamification, or adding a little excitement to your work If you\u2019re looking for a librarian position in an academic (or even a public or school) library,\u00a0you\u2019ve probably seen ads that require familiarity with emerging technologies. And if you\u2019re\u00a0like me, you aren\u2019t really sure what that…<\/p>\n![\"holly](\"https:\/\/inalj.com\/wp-content\/uploads\/2015\/04\/holly-b1.jpg\")
<\/a>If you\u2019re looking for a librarian position in an academic (or even a public or school) library,\u00a0you\u2019ve probably seen ads that require familiarity with emerging technologies. And if you\u2019re\u00a0like me, you aren\u2019t really sure what that means. In my last INALJ article<\/a> I wrote about how\u00a0academic libraries are using social media as an emerging technology. This time around I explore\u00a0gamification.<\/p>\n\n
\n\u2022 Kyle Turco\u2019s Infographic<\/a> on the history of gamification
\n\u2022 Bohyun Kim\u2019s article<\/a> for ACRL on gamification
\n\u2022 Jimmy Daly\u2019s article<\/a> \u201cWhere does gamification fit in higher education?\u201d (including\u00a0another nifty infographic)<\/p>\n