Gamification - Andrew Walsh Playful Learning Workshop

Event review
Jeanette and I attended an interesting training day delivered by “playbrarian” Andrew Walsh, a leading advocate of library game-based learning. The event was held on 13 April 2018 at the Hartley Library, Southampton University, and was organised by CILIP’s Academic & Research Libraries Group (ARLG).

Game-based learning
The morning session provided a brief introduction to the theory of play, with an overview of the characteristics and benefits of play and game-based learning.  We explored various examples of non-digital library games, from board games to card games, and considered how these might be adapted for our own teaching (see Fig. 1).  This led onto group activities to develop a basic prototype learning game of our own.  Our group, consisting of University of Southampton librarians, produced a selection of cards for a game similar to dominos, designed to help students identify keywords, synonyms, and broader and narrower search terms (see Fig. 2).

Game design process
Although we did not have time to complete the prototype, it was a useful exercise to learn about the design process.  Developing a game involves the following sequential steps, which form the framework for game design generally.

1. Set your aim & objectives (what you want the game to achieve)
2. Consider your key constraints (number of players, time, budget, level of supervision needed)
3. Choose a theme or narrative (murder mystery, zombie apocalypse, ancient Egypt etc)
4. Decide on the game mechanics (quiz, card/point collecting, matching, arranging etc)
5. Produce a prototype (using simple materials)
6. Playtest & improve (get others to play the game to test it out)
7. Write the rules (simple games usually work best)
8. Finish the design and print (aim for the most professional finish you can, as this will affect how players engage)

Escape rooms
In the afternoon we explored the concept of “escape rooms” and how these can be used in library inductions and information skills teaching.   Escape rooms can use the entire library, a single room, or be table-based. We explored some paper-based library and non-library escape rooms (see Figs. 3 & 4).  These games require players to solve a series of puzzles in order to complete a mission or solve a mystery.  The games include some form of narrative or story line to create an alternative world for the players to immerse themselves in.  Activities may utilise padlocks, codes, and even Dan Brown style cryptex (see Fig. 5).




Having sampled these games we moved onto developing a prototype activity of our own.  Creating escape room activities involves the same processes used in developing games.  While a game may require only one brief activity, escape rooms will require numerous puzzles and activities, to progress the game to its end, and to engage all groups/players if large numbers are involved.

Our prototype was for a murder mystery activity to deliver referencing training.  Players solve puzzles such as word searches and map references to identify each element of a book reference.  When complete, this reference will solve the murder, revealing elements such as the murderer (book author), year of murder (date of publication), motive/weapon (book title), site of murder (town of publication), current location of murderer (publisher).


Summary
The workshop provided some interesting ideas about how and why play might be included in library education.  The process of starting to create the prototypes gave us a good understanding of the steps to take when developing such activities.  While games could potentially be included in information skills sessions here at the College, escape rooms would be more suitable for staff development days or Heads Up type events, when we have more time and staff to facilitate the activities (see Escape Rooms Feasibility Report).  Further information is available in Andrew Walsh’s workbook, Making Escape Rooms for Educational Purposes (Walsh 2017).

References
Ballan, D., 2018a. Search and Destroy: ‘the daredevil game of to-the-death database searching where only your #infolit skills can save you’. #ARLGSplay. Twitter BlackCatLib [online]. 13 April 2018. Available from: https://twitter.com/search?q=arlgsplay&src=typd [Accessed 16 April 2018].
Ballan, D., 2018b. Designing our own game. Twitter BlackCatLib [online]. 13 April 2018. Available from: https://twitter.com/search?q=arlgsplay&src=typd [Accessed 16 April 2018].
Ballan, D., 2018c. Playing Escape the room: Mystery at the Stargazer’s Manor at #ARLGSplay. Twitter BlackCatLib [online]. 13 April 2018. Available from: https://twitter.com/search?q=arlgsplay&src=typd [Accessed 16 April 2018].
Ballan, D., 2018d. Exploring some escape room puzzle ideas at #ARLGSplay. Twitter BlackCatLib [online]. 13 April 2018. Available from: https://twitter.com/search?q=arlgsplay&src=typd [Accessed 16 April 2018].
Walsh, A., 2017. Making escape rooms for educational purposes: a workbook. Huddersfield: Innovative Libraries.

[CPD 9 hours]