Playing video games: learning and information literacy

Download PDF
39 downloads 1037 Views 97KB Size Report
Comment
Keywords Video games, Learning, Literacy, Information literacy, United Kingdom .... information literacy game using the Neverwinter Nights game engine, with learners ..... www.dlib.org/dlib/september08/markey/09markey.html (accessed 19 ...
The current issue and full text archive of this journal is available at www.emeraldinsight.com/0001-253X.htm

Playing video games: learning and information literacy

Playing video games

Sabina Gumulak Doncaster Libraries, Doncaster, UK, and

241

Sheila Webber Information School, The University of Sheffield, Sheffield, UK

Received 15 September 2010 Revised 25 November 2010 Accepted 7 February 2011

Abstract Purpose – This paper aims to identify what motivates young people to play video games, and the extent to which video games are perceived as facilitating learning and information literacy. Design/methodology/approach – The study adopted a qualitative approach, interviewing a convenience sample of 28 young people who enjoy playing video games. They were aged between 12 and 19, and all resident in Northern England. The interview transcripts were analysed thematically. Findings – Entertainment and challenge were key reasons for playing video games. Of the respondents 89 per cent said they had learned something from gaming, including skills with real-world application. Respondents used a variety of texts to solve gaming problems and to choose new games. Analysis of respondents’ reported information behaviour showed that they were carrying out activities (e.g. searching, evaluating) that corresponded to models of information literacy, and these activities are mapped to the SCONUL Seven Pillars model. The interviewees showed determination in working out game problems and puzzles, rather than opting straight for an easy solution. Practical implications – Librarians and other educators should design information literacy games, which challenge learners, using a problem-solving approach. They also need to take account of learners’ varying preferences for game genres. Originality/value – There have been relatively few empirical studies into information literacy in videogaming (the focus is more usually on digital literacy, or literacy in reading and interpreting text). The paper identifies gamer preferences and behaviours that should influence design of information literacy games, and extend the information literacy model to include an attitudinal focus, fostering persistence and determination to solve information problems. Keywords Video games, Learning, Literacy, Information literacy, United Kingdom Paper type Research paper

1. Introduction This paper presents findings on the role of video games in learning and literacy, drawn from a qualitative investigation into young people’s use of video games in the North of England (Gumulak, 2009). The term “video game” is used to cover a wide range of computer and console based games following Gee’s (2003a) definition of the term. The results described and discussed here were part of a larger study, carried out in 2009 as part of a masters programme. While there are some strong advocates for games as tools for learning (e.g. Gee, 2003a), there is still controversy about the value of video games in education. There are also relatively few UK studies investigating information behaviour and information literacy in video games. Our key research questions relevant to this paper were: (1) What kinds of value have video games and what are the reasons people play them?

Aslib Proceedings: New Information Perspectives Vol. 63 No. 2/3, 2011 pp. 241-255 q Emerald Group Publishing Limited 0001-253X DOI 10.1108/00012531111135682

AP 63,2/3

242

(2) How do teenagers interact with games and what are their criteria for good games? (3) What can teenagers be taught through video games and what do they perceive as learning? (4) How do teenagers interact with text while playing and do they search for information? We begin by reviewing research relevant to gaming and learning, and gaming and literacies. After summarising the methodological approach, we indicate what types of game the young people preferred playing, and why. The subsequent sections, on video games and learning, and video games and literacies, present findings relevant to these themes, and discuss results. 2. Video games, learning and literacies Playing computer games is an everyday activity for many young people: in a large-scale survey of British young people aged 12-17, Eynon (2009) found that 82 per cent played computer or console games. While there is still concern about possible adverse effects of game playing, such as poorer performance in academic studies (Weis and Cerankosky, 2010), there has been growing focus on the positive educational and developmental aspects of video game playing. This positive side of video gaming is being increasingly recognised. A study by De Freitas (2006) identifies that learners and tutors perceive benefits of using games educationally, for example to increase motivation to learn. Some authors go further in advocating the use of games in education (e.g. Shaffer, 2007), arguing that they fit with a problem-based and creative approach to learning, appropriate for preparing children to deal with twenty-first century life. Gee (2003a) similarly asserts that video games are a site for learning, developing problem solving skills that are valuable outside the gaming context and accommodating different learning styles (Gee, 2005). De Freitas (2006) notes a lack of research correlating games use with achievement of learning outcomes. However more studies are emerging, for example Miller and Robertson’s (2010) investigation of primary school children’s use of brain games while learning mathematics. A study by McFarlane et al. (2002), surveying pupils, parents and teachers, found that games were perceived as supporting personal development, language and literacy, mathematical skills, creativity, understanding of the world and physical development. Most teachers highlighted that video games were supportive in developing communication and collaboration skills (McFarlane et al., 2002). Both educational games and mainstream games (i.e. games which were not originally developed for educational use) are used in schools. Gee identifies gamers as persistent in their will to complete challenging commercial games, so that it is not just explicitly educational games which can be educational (Gee, 2003a). Squire (2004) notes that commercial historical computer strategy games, such as Civilization III, can support study in the classroom. However, Kirriemuir and McFarlane (2004), in their review of games and learning, identify challenges in classroom use of mainstream games, such as keeping pupils focused on learning outcomes rather than just winning the game. Felicia (2008) identifies teaching strategies, which might address these challenges, such as structured debriefing of students after they have played games.

Educational researchers and librarians have taken an interest in using video games to develop literacies. Neiburger (2007) highlights the literacy demanded by games. Games may have no speech or tutorials but the user is given a few lines of text at a time. This encourages the player to read with comprehension: teachers and parents in McFarlane et al.’s (2002) study also felt that computer games could increase literacy. Squire and Steinkuehler (2005) identify game cultures as supportive of information literacy. Gamers multitask: creating maps, dealing with resources, designing strategies, building, discussing and writing. The gamers have to discriminate between information sources to solve problems. Moreover, gamers may publish their opinions or solutions in online forums, improving their information literacy through information seeking and through information production (Squire and Steinkuehler, 2005). In one of a set of case studies of using games to achieve formal curriculum goals, Learning and Teaching Scotland (2010) illustrate how pupils in a Primary 7 class (aged ten to 11) developed their literacy by creating a newspaper with stories from the game Professor Layton and the Curious Village, and writing new stories and puzzles based on the game. Video games may incorporate some elements of information literacy (Adams, 2007; Clyde and Thomas, 2008; Sanford, 2008). Information Literacy has been defined as “knowing when and why you need information, where to find it, and how to evaluate, use and communicate it in an ethical manner” (CILIP, 2009), and these elements are common to the major information literacy frameworks such as SCONUL (1999). What is generally missing from these frameworks and definitions is recognition of the affective aspects of information literacy. However, researchers such as Nahl (2005) have identified the importance of affect in information behaviour and there is growing interest in affective and attitudinal aspects of information literacy. For example, Dokphrom (2010), in her qualitative case study of information literacy needs of undergraduates at a Thai university, identified determination, enthusiasm and curiosity as attributes that both academics and students expected to find in an information literate person. Schiller (2008), analysing the video game Portal, concludes that librarians can learn from games how to teach information literacy. Clyde and Thomas (2008) identify that even First Person Shooter games have a narrative element, and can be seen as grounds for developing information literacy. How much narrative aspect is used depends on the particular player: some gamers enjoy exploring the game space, while others do not care about details and go straight for a solution. This is closely related to searching and discovering in the real world. Going through games mission after mission, and level after level, is very difficult and players have to understand the goals (Squire and Steinkuehler, 2005; Clyde and Thomas, 2008), or, in information literacy terms, “recognise the information need”. Studies, such as those undertaken by UCL’s CIBER Group (CIBER, 2008), have identified that young people are poor at recognising their information needs when they are searching for information in more academic contexts. As well as discussing ways in which mainstream games might be used to develop information literacy, librarians have also tried to develop games, which have goals explicitly concerned with information literacy. Lippincott (2006) identifies “game-like” tutorials such as TILT (developed by the University of Texas) and discusses the possibility for creating simulation games based on library and information seeking

Playing video games

243

AP 63,2/3

244

scenarios. Kirriemuir (2008) describes examples of games under development in North American libraries. The literature shows that librarians have had mixed success in devising games about information literacy (e.g. Markey et al., 2008), but there is evidence of continued interest in their use for information literacy learning. When Balk (2008) asked 62 subject specialists in UK university libraries whether they would advocate use of games in developing information literacy, 37.5 per cent said that they would, and a further 70 per cent said that they might (depending on factors such as game quality and the possibility of testing its effectiveness). Balk himself proposes developing an information literacy game using the Neverwinter Nights game engine, with learners having to find, evaluate and use information to complete their quest. Neverwinter Nights has been used by a number of educational institutions, for example by West Nottinghamshire College to develop key skills (BBC, 2007), and to improve basic literacy of adolescents in North America (Commeyras, 2009). Researchers such as Buckingham and Burn (2007) have introduced the concept of “game literacy”. As well as functional literacy, and an ability to engage critically with the content of the game, this includes game creation, and awareness of social contexts and implications in the game. Kambouri et al. (2006) report on a study of adult literacy learners, where they observed the students becoming critical producers of information and making a connection between their own social situation and situations within the game. It can be noted that while frameworks and definitions of Information Literacy may encompass creation of new knowledge (e.g. Pillar seven of the SCONUL (1999) framework), this aspect is less frequently included in library programmes for information literacy. For example, the games discussed by Kirriemuir (2008) concentrate primarily on identifying and seeking information and library resources, evaluating information, and citing references. 3. Methodology A qualitative approach was adopted for this study, using structured interviews with a convenience sample of young people who enjoy playing video games. In order to recruit this sample, five schools (all local to the first author) were approached. The head teacher at one of these schools agreed to publicise the interview invitation to pupils at the school, and 26 students volunteered. Assistance in setting up the interviews was provided by the school librarian. Two other students (known to the interviewer, and living in the same northern English town as the other interviewees) agreed to be interviewed, bringing the sample size to 28. Before data gathering took place, the study went through full ethics approval, following normal procedures at the author’s university, with informed consent being obtained from the participants themselves and (as appropriate) by teachers and guardians. The interviews took place in 2009, the majority on school premises. The sample consisted of 24 males and four females; 17 students were 12 years old, five were 17 years old, two were 13 years old and there was one interviewee at each of the ages 11, 14 and 15. The questions related to the themes discussed in this paper are presented in the Appendix. These questions focused on identifying the kind of games which the interviewees enjoyed, what they enjoyed about them, the way in which interviewees interacted with the games, and how they selected games.

The interviews were audio recorded and transcribed verbatim. The transcripts were read repeatedly, and analysed according to the themes, which emerged from the data. In this paper, we focus on findings relating to information behaviour, literacy and learning. In the quotations which follow, the Roman numeral indicates the interviewee number, the Arabic numeral gives the age of the respondent, and b or g indicates boy or girl: for example XXVII b 12 is interviewee number 27, a boy aged 12. The quotations reflect the informal speech patterns of these young interviewees.

4. Interviewees’ motivation and game preferences Respondents were asked why they like playing games, and which games they preferred. The two key reasons for playing games were challenge and entertainment. The respondents got satisfaction from being challenged to complete missions, improve their skills (“Most people play games just to be better at them”, II b 12), and try again until they finished the game. A number of interviewees said that they sought out games, which were long and difficult. Difficulties are relished because there is excitement and achievement in overcoming them. This finding accords with Gee’s (2003b. p. 2) assertion that video games create conditions for good learning since they “operate at the outer and growing edge of a player’s competence, remaining challenging, but do-able”. As identified in other studies (Kutner and Olson, 2008; Salisch et al., 2006) entertainment, or fun, is the other key reason for playing games: “very great entertainment yy I’m not sure yy very first of all entertainment” (XXV b 17). Participants in our study sometimes described this as avoidance of boredom (on a rainy day, or when there is “nothing better to do” (XXII b 17). Specific reasons for being entertained included enjoying the graphics, being engaged by a good story line, moving around (e.g. using wii fit), creating an identity, getting to know new people, and doing things that you cannot do in real life (like killing, or being a star football player). However, action and interactions that were “really real” (XXV b 17, talking about a sports game) were also valued. Learning was seen as a benefit of gaming too: this is discussed in the next section. The most frequently mentioned games were First Person Shooters (FPS) such as Call of Duty (an FPS is a game in which you see the world through your chosen player’s perspective and success in the game relies on killing other people or creatures), action-adventure games such as Resident Evil and the Grand Theft Auto series, and sports games (e.g. driving games or football management games such as FIFA 2009). Other types of games mentioned were games incorporating real life duties. For example, The Sims (“I like it because it’s like real life you can do many things” X b 12); or Guitar Hero, puzzle games (e.g. Brain Training); cartoon games (e.g. Sponge Bob); games where the focus is on space and character, for example Red Faction Guerrilla (“Well you’ve got to destroy the buildings and things, I like it” V b 12); and a variety of games based on Nintendo characters such as Super Mario. As with Beavis et al.’s (2009) study of Australian young people’s game preferences, in a number of cases the age-rating of the games was higher than the actual age of the respondent (e.g. Grand Theft Auto is rated 18 þ according to the Pan European Game Information System (PEGI) but was mentioned by respondents under 18).

Playing video games

245

AP 63,2/3

246

It can be noted that while challenge and entertainment were the two key motivators for video gaming, what the respondents found entertaining (and, therefore, motivating) differed, as reflected in their choice of favourite game. 5. Video games and learning Of the respondents 25 (89 per cent) said that they had learnt something from video gaming: the older respondents were more hesitant to identify games-related learning. Some mentioned learning the game itself, which required effort: “I think that I need to challenge my mind, think which button to click” (XXIV g 17). However, a larger number mentioned knowledge or skills that connected with the world outside the game. Some of these were practical skills, which could be applied in the physical world. For example: . Lighting a fire (II b 12, playing an adventure game). . Playing a sport (e.g. IV b 12: “Some of them are just fun but when I play basketball if I learn good move I can copy it and you can do some challenges and good moves and copy them”). . Animal care (e.g. XV g 11: “well for example of Nintendo you’ve got a dog and you know what to do in a real life and know how to protect it and if you’ve got horses you look after the horses shows you how to feed it how to wash it and stuff like that”). . Hand-eye coordination (e.g. XVI b 12). Other interviewees mentioned specific pieces of knowledge, which could be valuable in academic study. For example, XV g 11 had successfully used information from Professor Layton and the Curious Village in a science test, V b 12 had learnt about types of vehicle and VII b 12 had learnt historical facts. The students mentioned problem solving. Even what are considered violent games such as Grand Theft Auto might provide life lessons: “ye and also learn how to protect yourselves like not fighting but solve the problems in a different ways like when someone grabs your bag and you’re frozen and can’t do anything so you can call the police” (XX b 12). Communication and life skills were also mentioned including meeting people from other countries (XXII b 17) and preparing for a job interview (IX b 12, who was playing The Sims). Altogether, many of the skills and knowledge domains, which were identified in the research literature cited in section 2, were also mentioned by respondents to this study. As with the Professor Layton example, the learning did not necessarily come from what the game was most obviously “about”. The players worked hard to achieve their gaming goal; therefore they remembered things even if they did not necessarily consider them as a first point of their gaming. The literature emphasises problem-based and experiential learning in computer gaming, and that focus also emerged in this study, as evidenced in some of the previous quotations. As noted in section 2, creativity has also been identified as a quality fostered by game playing. Evidence of creativity was more difficult to determine in the responses, but talk about alternative solutions could be seen as indicating creativity, and one

might argue that it is creative to think of applying a lesson learnt in a fantasy game to a different, real-world context. 6. Video games and textual literacy Steinkuehler (2007) identifies a range of literacy practices in her study of the Massively Multiplayer Online Game (MMOG) Lineage I. These comprise within-game practices (textual practices while playing the game) and beyond-game practices, the latter encompassing activities such as use of database research, discussion boards and fan sites, drawing on both official (maintained by the game’s producers) and unofficial paratexts. Paratexts (Consalvo, 2007) are items which are created around the main “text” (video game). Examples of paratexts are pamphlets and books about the game, fan web sites, discussion boards, reviews and walkthroughs (a walkthrough is another gamer’s detailed account of exactly how to solve all the problems in a game). Respondents in this study reported reading and interpreting text both inside and beyond the games they played. Interviewees aimed to identify the key words and meaning in the on-screen text about the game and its progress (“ye, because I wanna know what’s going on (. . .) I read the important bit”: V b 12) and to find out about the characters they play (e.g. XIII b 12 mentions reading about players in a sports game). When they had difficulty in progressing, they realised that re-reading text may help them: Yes, I found it that it makes it a lot easier like say you got stocked on a level and you get really frustrated you don’t know anything then you go back and you think o I stocked in a level so I try it again and you read the text because while playing you may not read it so when you read the text it makes a lot of easier (XX b 12).

In total, 80 per cent of interviewees stated that they read reviews about games at least sometimes. The most popular sources for reviews were the internet (e.g. XXI b 15) or a short description written on the front cover of the game box (e.g. I b 12, IV b 12). For some of respondents (e.g. VIII b 12) the visual part of the review was the most important element in their decision-making. Respondents looked for reviews for two main reasons. The first reason was to have some more information about the games, the newest in particular. Some respondents were concerned about costs: Yes, to look reviews before I get it cause I don’t have much money so I make sure that I get the right one to know this (XXIV g 17).

The second reason for reading reviews was as a recreational activity: If I’m really bored and I go on the internet and what should I do then I read some reviews about games, ye (VI b 12).

In comparison with the responses about reading reviews, there are fewer positive responses regarding visiting web sites for gamers. The main reasons quoted were lack of knowledge about the sites, or that using the sites had been forbidden by a parent or guardian (e.g. XIX b 12). Discussion groups and fora were valued because they presented others’ views on the games: Say I’m playing a game and I go on to the forum for that specific game just to see what people saying (XXII b 17).

Playing video games

247

AP 63,2/3

248

The most popular web site was Gamespot. The other responses identified Amazon, Fifa forums and some others found via Google. Roughly 20 per cent of the interviewees also contributed their opinions about games, recommending or warning against a game: Yes I write good things because it’s always good thing, if is good game I write: ‘try it, it’s a good game’ if is rubbish I write it (I b 12).

One 12-year-old student (IV b 12) says that his reading skills developed because of reading the text in games. He expressed a dislike of reading fiction, and explained the difference between reading books and reading in games: . . . when I’m playing I’m reading and doing something but when I read book is just reading.

This interviewee enjoys playing sports games, mainly basketball, in which the text is informative or instructive. It could have something in common with non-fiction books, particularly those about sport. Some participants explicitly perceived a connection between their taste in books and their gaming preferences. For example, XXI b 15 liked scientific books and saw a connection with his interest in logic games, and XXII b 17 saw a connection between liking fantasy books and fantasy games. Apart from sharing some genres, video games and books can both tell stories: I suppose it puts you in the same situation when you game for example when you play Call of Duty you can like be put in some situation and when you read you can also be drawn into the books and you can go to the different world in the books which is the same most games have (XXVI b 17).

To summarise, the respondents were making active use of text within the games, to improve game play and solve problems they encountered in gaming. They also searched for game reviews, to help them make selection decisions, and in some case also contributed game evaluations. For some of them, as with the adult learners in Kambouri et al.’s (2006) study, this active use of text made reading more interesting. 7. Video games and information literacy It was evident from the interviews that while we could identify information literacy practices in the interviewees’ reported behaviour, they did not think of it as information literacy. An example is interviewee IV b 12. When asked whether he sought information he answered immediately in the negative: “No I just keep going or if I don’t know I ask my brother”, not considering that people are an information source. Similarly, IX b 12 does not connect his strategy “I normally look around and see everything again” with information browsing or encountering. The interviewees do not recognize that what they do in games, “looking around”, is also searching or browsing for information. One of the main determinants of the information literate person is the ability to recognize when and why the information is needed (CILIP, 2009). From the interviews, it seems that the gamers recognize that need when they are stuck in the game or require information to fulfil a gaming objective. The gamers try more than one path to find the information they want, using different behaviour to search for the information. Johnston and Webber (2003) state that Information Literacy can be described as choosing the most appropriate information behaviour to get information which matches information needs. The

gamers do specific things to find the information and can be very precise while searching. They have different searching behaviours but a frequent action is to iterate (including rereading text) and reflect, for example:

Playing video games

Ye I go back and start the level again to see if I missed anything then I read it if says anything for help (XII g 12). Ye I like to look at the book you know ye I like to read when you wanna do another level you need to read some, search and go back (VII b 12).

The interviewees use resources inside and outside the game. Within the game they identify relevant sources of information, such as help points and information boxes (XIX b 12). The outside paratexts they use are official leaflets or books which come with the game, and web-based material: In like if I have a game I’ve got a book and it helps you to get out from the places (XVIII b 12). Ye I go on Google and search for the forums and stuff and check it and read some history (XXI b 15).

They also use people-sources – mostly friends and relatives: Ye, and if I still can’t find it I ask my mum if she knows how to do it and if my mum doesn’t know I go back to the game and try to do it (XV g 11). O well I try to do it for a half an hour and when I still don’t know what to do I go on Google or ask someone (XXII b 17).

In their ethnographic study of the literacy practices of adolescent boys, Steinkuehler and King (2009) identify that for one participant “crucial literacy practices such as researching, assembling, and synthesizing information from online multimodal texts... become tools for solving problems defined by his own goals”. The participants in this study described similar behaviour, albeit not in those academic terms. Another interesting aspect of their behaviour was their persistence in trying to find the solution for themselves rather than “cheating” by seeking a walkthrough on the internet. The internet is mostly considered as the source of obvious answers for problems they cannot solve themselves. The interviewees resorted to this source usually after hours or days trying to solve the problem by themselves. I try not to I like to complete it but if I’m really really stuck which I have been in previous I’d probably go on the internet but I wouldn’t go normally but if I had really problems then ye probably I would if I was really stuck (XXVI b 17). Ye sometimes I go to the internet, ye I go to the internet if I really really stuck but I’d rather keep on trying again (VI b 12). ye . . . I go on, if I can’t do a level sometimes I go on cheats world I know it doesn’t sound very well cause it cheats but if you don’t know what to do and you can’t go on a level, it helps you (XIV g 12).

Even though the answer is very easy to find the players preferred to work hard, read, reflect and go back many times to the same level.

249

AP 63,2/3

250

8. Conclusions Returning to the research questions posed at the start of this article, this research identified that: . Young people played games to be challenged and entertained. What they found entertaining varied between respondents, although some key themes emerged (such as being able to do things impossible in real life (e.g. killing people or being a world star basketball player). The challenge of a difficult game was relished. A good game was one, which fulfilled these criteria. . The majority of respondents acknowledged that they learned through gaming. What they learned varied from facts which could be used in a school text, through practical skills that might be used in real life, to in-game skills involving hand-eye coordination. . Respondents read in-game texts and paratextual information, and interpreted them to make sense of the game and solve problems. A minority also created texts to alert other gamers to game quality and features. We will discuss findings relating to information literacy and information behaviour in more depth. As well as recognising when they needed information, participants in this study were able to identify where the gap in their knowledge lay, identify how they might bridge the gap, adopt searching and browsing strategies to find what they wanted (using the three dimensional world of the game, other people, web search engines, and a variety of textual sources) and then apply the information to solve their problem so that they could get “unstuck”. They also, in some cases, synthesised the information for the benefit of others by posting comments or reviews. Table I maps the Pillar

Examples

Recognising the information need

Needing information that would enable you to get “unstuck”. Needing information on a new game, to decide whether to purchase it Reviewing and revisiting within the game, to identify what information is known, and what is not known Deciding whether to go for the easy option (e.g. a walkthrough) or for sources, which are going to give you hints or advice, rather than the solution (e.g. a family member) Searching for a walkthrough, reviews, etc. Asking an experienced gamer for help Comparing information about a game, from different sources Applying the information to the problem: getting “unstuck” and completing the game. Giving advice to fellow gamers Writing game reviews. Creating material within the game (e.g. a new song on Guitar Hero)

Identifying the gap between what is known and what is needed Constructing strategies for acquiring the needed information Locating and accessing information Evaluating information Using and communicating information (with awareness of ethical and legal aspects) Table I. Activities related to the Seven Pillars of Information Literacy

Synthesising and creating new knowledge Source: SCONUL, 1999

interviewees’ reported behaviours onto the SCONUL (1999) Seven Pillars model of Information Literacy. There was the weakest evidence for Pillar Three, in that interviewees identified different places they might go for information, but did not talk about them in strategic terms. The ethical aspect of Pillar Six emerges in interviewees’ awareness of the issue of cheating: looking for walkthroughs is seen as cheating, but is a practical option if the gamer cannot resolve their problem in any other way. The gamers’ persistence and ingenuity in information seeking contrasts with the picture of young people that emerges in reports such UCL’s CIBER Group (CIBER, 2008). This research study demonstrates that gamers enjoy improving their skills by working longer with games and achieving more difficult levels. This is related to literature about motivation and challenges in games (Gee, 2003a; Squire and Steinkuehler, 2005). Gee (2003a) highlighted the difference between enjoying long tasks in games and complaining about difficulties at school. As already noted, while frameworks such as SCONUL (1999) leave out the affective perspective, Dokphrom’s (2010) study identified determination, enthusiasm and curiosity as key information literacy attributes. This attitudinal dimension also emerges distinctly in this study as part of information literacy in video gaming. The themes of determination and persistence in solving problems recur in the transcripts. This sample of gamers was also able to identify games as sites for learning, and to engage with text within and about the game. Squire and Steinkuehler (2005) and Steinkuehler (2007) mention a wider range of communication and textual practices. However, some of these are communications used in MMOGs, whereas the majority of games preferred by this sample were not MMOGs, and therefore did not have so many options for communicating with other people. Our findings have a number of implications for using video games to develop information literacy. First, learners could use existing games (without adapting the game). The Learning and Teaching Scotland (2010) case studies demonstrate how activities can be based on learners’ knowledge of, and enthusiasm for, the game. For example, the Professor Layton newspaper creation exercise could be developed further, asking learners to write articles from different character perspectives, or to compile background stories using the paratexts that reveal more about backstory or the game’s origins. Further exercises could include comparing game reviews, analysing the pros and cons of using a particular kind of information source to solve a gaming problem, and examining the legality of uploads of screenshots and video clips to Youtube. If there were not sufficient time or money to buy copies of a game, then learners could be asked to draw on their existing knowledge of games and in this case effective communication of their analysis and arguments about their chosen game would be particularly important. A further development would be to make explicit connections with other parts of the curriculum, asking learners to compare experiences of seeking information for gaming with experiences of finding information for coursework. Second, librarians and other educators can develop or adapt games specifically to teach information literacy. The respondents in this study wanted games that are challenging and entertaining: this requires an understanding of the learners’ interests (which will not all be the same) and the ability to craft engaging gameplay. To devise such a game from scratch requires a great deal of creativity, time and specialist expertise. Balk’s (2008) recommendation to devise information literacy scenarios using

Playing video games

251

AP 63,2/3

252

a professional game engine is a more practical option. Clyde and Thomas (2008) also advocate using a commercial game that has been opened to modification, and they discuss the importance of considering which video game genre you are going to adopt. They point out that in adopting a genre you have to retain its essential characteristic. With their own choice of a First Person Shooter (FPS), violence is a key characteristic, and had to feature in their information literacy game, even though it is an element that some librarians might feel uncomfortable about. This is borne out in the findings from this study, in which FPS and action games were popular, and the violent elements were identified as a key part of the attraction. Ideally, to meet the varying preferences and interests of learners, you would use different genres of game (e.g. a sports game as well as a FPS), rather than concentrating on one genre. As in other studies, our sample of young people was focused on finding information to solve problems: this involves discovering information and applying it. Thus, games, which are too heavily focused on locating and acquiring bits of information, rather than on using information to solve a challenging problem, may not engage attention. This seems to have been the case, for example, with Markey et al. (2008), who conclude by proposing another solution: putting together mini games to address different aspects of information literacy. In summary, this study produced results which correlated with previous studies in identifying that young people perceive they can learn from playing video games, and that they interact with a variety of textual sources to solve gaming problems. It has made a particular contribution by delving more deeply into young people’s gaming preferences, and in investigating their information literacy with video games. We propose that an attitudinal dimension should be added to the information literacy framework adopted for developing information through gaming. By considering the activities and attitudes that young people adopt in recreational gaming, librarians can identify which aspects of information literacy are most appropriate to develop through educational gaming. Focusing on critical evaluation, problem solving, ethical issues and knowledge creation (the upper pillars of the SCONUL Seven Pillars model) may be more likely to replicate the challenge and excitement of recreational gaming than (for example) using games to try and transmit facts about locating scholarly sources. The literature, which reports positive results (e.g. Kambouri et al., 2006) tends to involve more challenging or reflective engagement with games. Calling something a game does not guarantee learner interest. As well as having an attractive appearance and effective gameplay, the gaming activities need to be designed to be relevant to the specific learners’ context and goals. Examples from the literature show that it is possible to create enthusiasm and achieve learning with a well-planned gaming intervention. With information literacy, it may be that the more challenging information tasks are the ones, which could produce the most excitement and success. References Adams, S. (2007), “The case for video games in libraries”, Library Review, Vol. 58 No. 3, pp. 196-202. Balk, D. (2008), “Could a video game assist in the delivery of generic information literacy skills to students in higher education?”, MSc dissertation, Robert Gordon University, Aberdeen.

BBC (2007), “Computer game to boost key skills”, BBC News, 12 January, available at http:// news.bbc.co.uk/1/hi/education/6254989.stm (accessed 19 September 2010). Beavis, C., Apperley, T., Bradford, C., O’Mara, J. and Wapsh, C. (2009), “Literacy in the digital age: learning from computer games”, English in Education, Vol. 43 No. 2, pp. 162-75. Buckingham, D. and Burn, A. (2007), “Game literacy in theory and practice”, Journal of Educational Multimedia and Hypermedia, Vol. 16 No. 3, pp. 323-49. CIBER (University College London) (2008), Information Behaviour of the Researcher of the Future: Executive Summary, JISC, Bristol, available at: www.jisc.ac.uk/whatwedo/ programmes/resourcediscovery/googlegen.aspx (accessed 19 September 2010). CILIP (Chartered Institute of Library and Information Professionals) (2009), Information Literacy: Definition, CILIP, London, available at: www.cilip.org.uk/get-involved/advocacy/ learning/information-literacy/Pages/definition.aspx (accessed 19 September 2010). Clyde, J. and Thomas, C. (2008), “Building an information literacy first-person shooter”, Reference Services Review, Vol. 36 No. 4, pp. 366-80. Commeyras, M. (2009), “Drax’s reading in Neverwinter Nights: with a tutor as henchman”, E-learning, Vol. 6 No. 1, pp. 43-53. Consalvo, M. (2007), Cheating: Gaining Advantage in Video Games, MIT Press, Cambridge, MA. De Freitas, S.I. (2006), “Using games and simulations for supporting learning”, Learning, Media and Technology, Vol. 31 No. 4, pp. 343-58. Dokphrom, P. (2010), “An investigation into information literacy of undergraduate students: a case study of The Faculty of Arts, Silpakorn University Thailand”, unpublished PhD dissertation, Information School, The University of Sheffield, Sheffield. Eynon, R. (2009), Harnessing Technology: The Learner and Their Context: Mapping Young People’s Uses of Technology in Their Own Contexts: A Nationally Representative Survey, BECTA, available at: http://research.becta.org.uk/index.php?section¼rh&catcode¼_ re_rp_02&rid¼17238 (accessed 19 September 2010). Felicia, P. (2008), Digital Games in Schools: A Handbook for Teachers, European Schoolnet, Brussels. Gee, J.P. (2003a), What Video Games Have to Teach Us about Learning and Literacy, Palgrave Macmillan, New York, NY. Gee, J.P. (2003b), “What video games have to teach us about learning and literacy”, ACM Computers in Entertainment, Vol. 1 No. 1, pp. 1-4. Gee, J.P. (2005), “Learning by design: good video games as learning machines”, E-learning, Vol. 2 No. 1, pp. 5-16, available at: www.academiccolab.org/resources/documents/Game% 20Paper.pdf (accessed 19 September 2010). Gumulak, S. (2009), “Video games, the way to attract teenagers into the library”, MA dissertation, Information School, The University of Sheffield, Sheffield. Johnston, B. and Webber, S. (2003), “Information literacy in higher education: a review and case study”, Studies in Higher Education, Vol. 28 No. 3, pp. 335-52. Kambouri, M., Thomas, S. and Mellar, H. (2006), “Playing the literacy game: a case study in adult education”, Learning Media and Technology, Vol. 31 No. 4, pp. 395-410. Kirriemuir, J. (2008), “Teaching information literacy through digital games”, in Godwin, P. and Parker, J. (Eds), Information Literacy Meets Library 2.0, Facet, London, pp. 153-64. Kirriemuir, J. and McFarlane, A. (2004), Literature Review in Games and Learning, Futurelab, Bristol.

Playing video games

253

AP 63,2/3

254

Kutner, L. and Olson, C.K. (2008), Grand Theft Childhood: The Surprising Truth about Violent Video Games and What Parents Can Do, Simon & Schuster, New York, NY. Learning and Teaching Scotland (2010), Professor Layton and the Curious Village in the Classroom, Learning and Teaching Scotland, Glasgow, available at: www.ltscotland.org. uk/sharingpractice/p/professorlayton/introduction.asp?strReferringChannel¼using glowandict&strReferringPageID¼tcm:4-487084-64 (accessed 17 September 2010). Lippincott, J.K. (2006), “Learning, engagement and technology”, in Gibson, C. (Ed.), Student Engagement and Information Literacy, Association of College and Research Libraries, Chicago, IL, pp. 169-97. McFarlane, A., Sparrowhawk, A. and Heald, Y. (2002), Report on the Educational Use of Games, TEEM, for the Department of Education and Skills, Cambridge. Markey, K., Swanson, F., Jenkins, A., Jennings, B., St Jean, B., Rosenberg, V., Yao, X. and Frost, R. (2008), “The effectiveness of a web-based board game for teaching undergraduate students information literacy concepts and skills”, D-Lib Magazine, Vol. 14 Nos 9/10, available at: www.dlib.org/dlib/september08/markey/09markey.html (accessed 19 September 2010). Miller, D.J. and Robertson, D.P. (2010), “Using a games console in the primary classroom: effects of ‘Brain Training’ programme on computation and self-esteem”, British Journal of Educational Technology, Vol. 41 No. 2, pp. 242-55. Nahl, D. (2005), “Affective load”, in Fisher, K., Erdelez, S. and McKechnie, L. (Eds), Theories of Information Behavior, Information Today, Medford, NJ, pp. 39-43. Neiburger, E. (2007), “Video games support the curriculum and develop a new form of literacy”, School Library Journal, Vol. 53 No. 7, available at: www.schoollibraryjournal.com/article/ CA6456375.html (accessed 19 September 2010). Salisch, M., Oppl, C. and Kristen, A. (2006), “What attracts children”, in Vorderer, P. and Bryan, J. (Eds), Playing Video Games: Motives, Responses and Consequences, Lawrence Erlbaum Associates, New York, NY, pp. 147-65. Sanford, K. (2008), “Videogames in the library? What is the world coming to?”, School Libraries Worldwide, Vol. 14 No. 2, pp. 83-8. Schiller, N. (2008), “A portal to student learning: what instruction librarians can learn from video game design”, Reference Services Review, Vol. 36 No. 4, pp. 351-65. SCONUL (1999), Information Skills in Higher Education: A SCONUL Position Paper, SCONUL, London, available at: www.sconul.ac.uk/groups/information_literacy/seven_pillars.html (accessed 19 September 2010). Shaffer, D.W. (2007), How Computer Games Help Children Learn, Palgrave Macmillan, New York, NY. Squire, K. (2004), “Replaying history: learning world history through playing civilization III”, PhD dissertation, Instructional Systems Technology Department Indiana University, Bloomington, IN. Squire, K. and Steinkuehler, C. (2005), “Meet the gamers”, Library Journal, Vol. 15, pp. 38-42. Steinkuehler, C. (2007), “Massively multiplayer online gaming as a constellation of literacy practices”, E-learning, Vol. 4 No. 3, pp. 297-318. Steinkuehler, C. and King, E. (2009), “Digital literacies for the disengaged: creating after school contexts to support boys’ game-based literacy skills”, On the Horizon, Vol. 17 No. 1, pp. 47-59. Weis, R. and Cerankosky, C. (2010), “Effects of video-game ownership on young boys’ academic and behavioral functioning: a randomized, controlled study”, Psychological Science, Vol. 21 No. 4, pp. 463-70.

Appendix Interview questions related to motivations, learning and literacies (1) I understand that you enjoy playing games, but can you tell me what actually makes you interested in them? (2) What is your favourite game so far? (3) What is so special in this game that you really enjoy it? (4) How long have you been playing this game to finish it? (5) Did you stop playing it when you finished the core mission or you still enjoyed trying to achieve some more goals? (6) Will you come back to this game again? (7) Do you usually play similar games to this your favourite one? (8) What are other kinds of games you like? (9) Do you read the text, which appeared on screen while playing? (10) Do you search for the information about the game you are playing, particularly when you have some problems? (11) What are your criteria for choosing the game? (12) Do you usually play the games, which are popular and recommended by other players? (13) Do you read any reviews about games before deciding to buy/borrow it? (14) Do you visit some web sites for gamers to read some comments and opinions about games? (15) Do you write your opinions about games? (16) What do you learn from games? (17) What do you find as the key benefits people can take from games? (18) Where do you play games? (19) How often do you play? (20) On which console do you play? (21) Do you usually buy or borrow games? Corresponding author Sheila Webber can be contacted at: [email protected]

To purchase reprints of this article please e-mail: [email protected] Or visit our web site for further details: www.emeraldinsight.com/reprints

Playing video games

255

Copyright of Aslib Proceedings is the property of Emerald Group Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.