Chesworth, Scott ORCID: https://orcid.org/0000-0002-9062-5236 (2019) Escape [to] the Library: reframing the Library Induction. Journal of Academic Development and Education (11).

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Abstract

Piloting the use of an escape room activity as a subject specific library induction provides an opportunity to advance beyond imparting knowledge to demonstrating the attainment of higher order thinking skills, such as, analysis through engagement with the puzzles, and evaluation and reflection from the debrief following the success (or failure) of the activity. Gamification is generally used to encourage extrinsic motivation through rewards, though the overwhelmingly positive feedback from the pilot shows that using game design elements helps encourage intrinsic motivation where playing the game is its own reward. Whilst successful, the pilot came with challenges and limitations, such as, scheduling and timing, though still begs the question, is this the future of library induction?

Item Type: Article
Additional Information: This is the final published version of the article (version of record). It first appeared online via Keele University at https://doi.org/10.21252/aw5m-sp38 - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: Escape Room, Library Induction, Gamification, Gamified Learning
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Keele University Library
Depositing User: Symplectic
Date Deposited: 01 May 2019 09:02
Last Modified: 01 May 2019 09:11
URI: http://eprints.keele.ac.uk/id/eprint/6250

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