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Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences

Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences

Scott Neal Wilson, Caroline E. Engler, Jessica E. Black, Derik K. Yager-Elorriaga, William Michael Thompson, Andrae McConnell, Javier Elizondo Cecena, Ryan Ralston, Robert A. Terry
Copyright: © 2017 |Volume: 7 |Issue: 4 |Pages: 21
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522514527|DOI: 10.4018/IJGBL.2017100101
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MLA

Wilson, Scott Neal, et al. "Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences." IJGBL vol.7, no.4 2017: pp.1-21. http://doi.org/10.4018/IJGBL.2017100101

APA

Wilson, S. N., Engler, C. E., Black, J. E., Yager-Elorriaga, D. K., Thompson, W. M., McConnell, A., Cecena, J. E., Ralston, R., & Terry, R. A. (2017). Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences. International Journal of Game-Based Learning (IJGBL), 7(4), 1-21. http://doi.org/10.4018/IJGBL.2017100101

Chicago

Wilson, Scott Neal, et al. "Game-Based Learning and Information Literacy: A Randomized Controlled Trial to Determine the Efficacy of Two Information Literacy Learning Experiences," International Journal of Game-Based Learning (IJGBL) 7, no.4: 1-21. http://doi.org/10.4018/IJGBL.2017100101

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Abstract

In the 21st century, students have access to a plethora of information. As such, the skills required to access and effectively sort through this information (information literacy skills) become ever more important for success in both academic and non-academic settings. This study sought to assess the efficacy of two educational games designed to increase high school students' information literacy skills. Using a randomized controlled trial in a high school setting, the games were integrated into a standard curriculum and tested for efficacy. Post-test results indicated that both games effectively transmit targeted skills. Additionally, improved performance (relative to controls) on end-of-instruction testing (EOI; end-of-year state testing) suggest that these skills transfer across important academic domains. The study provides strong evidence to support the use of these two educational games to supplement and enhance information literacy instruction.

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