The use of investigation video games to teach reasoning skills in the LIS classroom

Burgess, John; Wallace, Anna

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https://hdl.handle.net/2142/105378 Copy

Description

Title

The use of investigation video games to teach reasoning skills in the LIS classroom

Author(s)

• Burgess, John
• Wallace, Anna

Issue Date

2019-09-24

Keyword(s)

• Reasoning skills
• Video games
• Pedagogy
• Reference
• Research support

Abstract

For librarians engaging in research support and reference services, effective use of reasoning skills is essential to a successful outcome. Abductive reasoning is used to clarify the patron’s request, deductive reasoning is used to select the best resource from among relevant library or publicly available holdings, and inductive reasoning is used during the search process to revise the search string based on the search results. Despite being essential, reasoning skills are difficult to teach in a classroom setting, and few tools exist that are specifically designed to teach these skills for LIS professionals. Using roleplaying exercises is one approach to teaching reasoning skills but doing so has significant limitations. These include scheduling difficulties for asynchronous classroom environments, the challenges in public performance for students working to overcome social anxiety, and the considerable class time required for repetition-based skill learning. This work-in-progress poster discusses the feasibility of using commercially available video games that feature investigation mechanics as a way to teach reasoning skills to students of research support and reference. The concept under investigation is that commercially available games, being designed for entertainment value, are more engaging and available on more platforms than traditional educational games. Using these games to supplement formal instruction provides students with opportunities to practice individually and at their own pace, providing a pedagogical reinforcement tool with flexibility and appeal. Next steps include evaluating student performance in course assignments with and without the use of video game support.

Series/Report Name or Number

• Education of information professionals
• Information practices
• Information services

Type of Resource

text

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http://hdl.handle.net/2142/105378

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