1. Kari Zhe-Heimerman NYSCILIB 2014

2.   Introduction to Gaming Research Project  My BIO 380 course as a case study  Examples of student games  What are the results so far? Progress Report

3.  Angela Ramnarine-Rieks, iSchool PhD Candidate Constructing and creating artifacts like games presumably helps students reformulate their understanding and express their personal ideas about the topic. By designing games, learners take on many roles, as users, creators, storyteller and teacher Angela’s hypothesis: Creating/designing games will better enable students to apply, synthesize, and think critically about what they learn in information literacy classes through active and social participation. Gaming Research Project

4.   A game is a form of play with goals and structure (Maroney, 2001)  Student games: Learning goals, content incorporation, clear rules, interesting play.  Kari’s games: I was able to modify many of my active learning exercises. Maroney, K. (2001). My entire waking life. The Games Journal, May. Retrieved from http://www.thegamesjournal.com/articles/MyEntireWakingLife.shtmlhttp://www.thegamesjournal.com/articles/MyEntireWakingLife.shtml What is a game?

5.   One credit, 15 week, graded course  Offered each fall for Biology students doing research with faculty  Advanced course for students who already have basic IL skills through a full information literacy program in their BIO core courses. BIO 380

6.  How did this collaboration change the course? 1.Kari integrated games into the course to support the current content. 2.Students’ major project is to create a game as a group that teaches their peers one of the following topics: Open Access, Privacy Online, Wikipedia or Scientific Misconduct 3.Game design was integrated into syllabus 4.Angela’s role - an observer and minimal participant in weekly classes and examines all class submissions. 5.Team and Individual Assessment at 4 points during course. BIO 380 as a Case Study

7.   Evaluating Scientific Information  The Game of Disrepute  Facebook game (no official title yet)  To Free or Not To Free Information Examples

8.   Students seem more engaged in their game projects then in the past.  Enhancing my active learning exercises with game components has increased student motivation.  New pedagogical tool for me.  Assessment has provided helpful feedback early.  Challenge to balance course content needs with game design needs. Results So Far

9.  Kari Zhe-Heimerman zheheikm@lemoyne.edu Le Moyne College Librarian for the Sciences Angela Ramnarine-Rieks auramnar@syr.edu PhD Candidate Syracuse University, iSchool For more information: