Designing information literacy gamified online tutorial conceptual model based on self-determination theory

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: 1055-ICELET2018
نویسندگان
چکیده
Introduction: The digital culture of digital generation has been effective on their teaching and learning methods. Meanwhile, transfer and training of information literacy concepts and skills face challenges in universities; therefore, the purpose of this study was to identify gamified online tutorials components for teaching information literacy concepts and skills to provide a conceptual model so as to increase internal motivation, participation, and students' level of learning in information literacy. So, self-determination motivation theory was selected as a support theory in this study.
Methodology: The present research was a qualitative study which used the seven-step content analysis method to examine two categories of retrieved articles from four scientific databases. After removing repetitive and unrelated articles, 18 articles related to the online tutorial information literacy elements and 23 articles that addressed motivational and game strategies based on the three components of self-determination theory (the internal need for autonomy, competence and relatedness) were selected. The full text of the selected articles was studied and each of the extracted cases was sub-classed. To determine the content of information literacy tutorials, 81 online tutorials were reviewed from the PRIMO database.
Results: After reviewing the articles, 43 essential features for designing an online tutorial of information literacy were classified into three groups: structural elements, content elements, and educational elements. After studying papers in the field of gamification based on self-determination theory, 11 elements of structural and content gamification and 28 motivational strategies were identified to meet the three requirements of internal competence, autonomy and relatedness. The review of the content of online information literacy tutorials also showed that they should be designed in 5 modules.
Discussion and Conclusion: The conceptual model derived from this research can be used as the basis for further research into online information literacy tutorials. In other words, the most important achievement of this study was a list of components that can be used not only for the implementation of gamified online tutorials, but also for evaluating existing tutorials. It is suggested that gamified online tutorials of information literacy should be designed consistent with the conceptual model of this research and its effectiveness should be evaluated on learning the concepts and information literacy skills as well as self-determination behavior of students.
کلیدواژه ها
 
Title
Designing information literacy gamified online tutorial conceptual model based on self-determination theory
Authors
Abstract
Introduction: The digital culture of digital generation has been effective on their teaching and learning methods. Meanwhile, transfer and training of information literacy concepts and skills face challenges in universities; therefore, the purpose of this study was to identify gamified online tutorials components for teaching information literacy concepts and skills to provide a conceptual model so as to increase internal motivation, participation, and students' level of learning in information literacy. So, self-determination motivation theory was selected as a support theory in this study.
Methodology: The present research was a qualitative study which used the seven-step content analysis method to examine two categories of retrieved articles from four scientific databases. After removing repetitive and unrelated articles, 18 articles related to the online tutorial information literacy elements and 23 articles that addressed motivational and game strategies based on the three components of self-determination theory (the internal need for autonomy, competence and relatedness) were selected. The full text of the selected articles was studied and each of the extracted cases was sub-classed. To determine the content of information literacy tutorials, 81 online tutorials were reviewed from the PRIMO database.
Results: After reviewing the articles, 43 essential features for designing an online tutorial of information literacy were classified into three groups: structural elements, content elements, and educational elements. After studying papers in the field of gamification based on self-determination theory, 11 elements of structural and content gamification and 28 motivational strategies were identified to meet the three requirements of internal competence, autonomy and relatedness. The review of the content of online information literacy tutorials also showed that they should be designed in 5 modules.
Discussion and Conclusion: The conceptual model derived from this research can be used as the basis for further research into online information literacy tutorials. In other words, the most important achievement of this study was a list of components that can be used not only for the implementation of gamified online tutorials, but also for evaluating existing tutorials. It is suggested that gamified online tutorials of information literacy should be designed consistent with the conceptual model of this research and its effectiveness should be evaluated on learning the concepts and information literacy skills as well as self-determination behavior of students.
Keywords
Information literacy, Gamification, Self-determination theory, Motivation, Learning