GAMIFICATION OF LIBRARY ORIENTATION AND INFORMATION LITERACY SKILLS TRAINING IN ACADEMIC LIBRARIES
DOI:
https://doi.org/10.5281/zenodo.20045912Keywords:
gamification, academic libraries, information literacy, library orientation, instructional designAbstract
Gamification is a recent teaching technique in academic libraries that is turning the conventional library orientation and information literacy (IL) training into engaging, student-centred learning experiences. This research investigates the use of gamification design elements (points, badges, quests and leaderboards) in library instruction to improve student engagement, motivation, and learning. Building on existing learning theories, such as Self-Determination Theory, Constructivism, Experiential Learning, and Behaviourism, the paper proposes a theoretical model of gamification design and IL. The research takes a conceptual and design-based approach to examine the effects of gamified activities on user experiences and learning. The study reveals that gamification enhances library use, enhances IL skills and engages users in learning. The research finds that gamification is an effective and scalable teaching strategy which transforms academic libraries into active learning spaces that support academic achievement and lifelong learning.
Downloads
References
ACRL. (2016). Framework for Information Literacy for Higher Education. Association of College & Research Libraries.
Agoha, K. U., Azogu, I. I., & Ume, J. A. (2026). Performing Objectification: Analysing Gendered Power Dynamics in the Comedy Skits of Mr. Macaroni and Kelvinblak. International Journal of Sub-Saharan African Research, 3(4), 679-690.
Björk, B.-C., & Vainio, M. (2019). Gamification in libraries: A case study of user engagement. Journal of Academic Librarianship, 45(3), 123–130.
Branch, R. M. (2009). Instructional Design: The ADDIE Approach. Springer.
Chukwurah, C. D., Uzor, O. A., Iwuno, J. O., & Chukwueloka, C. S. (2020). Capacity building and employee productivity in the Nigeria public sector: a study of Anambra State Civil Service Commission, Awka. Global Journal of Political Science and Administration, 8(5), 52-64.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits. Psychological Inquiry, 11(4), 227–268.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining gamification. In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15).
Foster, N. F., & Gibbons, S. (2007). Studying Students: The Undergraduate Research Project at the University of Rochester. Association of College & Research Libraries.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement. Review of Educational Research, 74(1), 59–109.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences (pp. 3025–3034).
Ilukwe, E. E., & Ume, J. A. (2026). Using Theatre for Development to Teach Social Media’s Impact on Nigeria’s Justice System: A Case Study at COOU Law Faculty. Journal of Interdisciplinary and Multidisciplinary Research, 12(1), 6367-6376.
Iwuno, J. O. (2025). Aspiration for academic inclusivity and national development: a study of Anambra east local government: an appraisal. Int'l Journal of Education Research and Scientific Development, 7(2), 188-200.
Jonassen, D. H. (1991). Objectivism versus constructivism: Do we need a new philosophical paradigm? Educational Technology Research and Development, 39(3), 5–14.
Julien, H., & Barker, S. (2009). Information literacy instruction and academic libraries. College & Research Libraries, 70(2), 121–136.
Kirkwood, A., & Price, L. (2014). Technology-enhanced learning. British Journal of Educational Technology, 45(1), 6–19.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
Molokwu, U. C., Uchime, V. O., Chukwudi, F. J., Nwose, C. E., Mpamugo, E. E., Okezie, E. C., Ayozie, C. R., Akidi, F. C., Obasuyi, H. U., & Ebu, S. O. (2023). Colonialism, migration and intergroup relations in Africa: The Igbo and their Southern Cameroon neighbours, 1916–2014. Cogent Arts & Humanities, 10(2), 2286070.
Obikeze, O. S. A., Ananti, M. O., & Iwuno, J. O. (2022). COVID-19 and Public Sector Management in Africa: Exploring the Use of Social Media Platforms. ANSU Journal of Arts and Social Sciences (ANSUJASS) 9 (1), 58-74
Okezie, E. C. (2021). Socio-Cultural and Ethnic reality of Nigeria: The Challenge of Development. International Journal of Arts, Languages and Business Studies (IJALBS). 6(3) 242-249
Reigeluth, C. M. (2013). Instructional design theories and models. Routledge.
Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Press.
Savery, J. R. (2006). Overview of problem-based learning. Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
Skinner, B. F. (1953). Science and Human Behavior. Macmillan.
Ume, J. A., & Akas, N. C. (2021). Symbols As Vectors of Meaning in Dance Communication: a Study of Egwuike Dance. Nigerian Journal of African Studies, 3(2), 2734-3146.
Utoh-Ezeajugh, T., & Ume, J. A. (2025). Iduu and Nkwanwite dance costumes: towards a cultural documentation. AMA: journal of theatre and cultural studies, 19(1).
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your Business. Wharton Digital Press.
