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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
What Motivates The Authors Of Video Game Walkthroughs And Faqs? A Study Of Six Gamefaqs Contributors, Michael J. Hughes
What Motivates The Authors Of Video Game Walkthroughs And Faqs? A Study Of Six Gamefaqs Contributors, Michael J. Hughes
Library Faculty Research
Walkthroughs, also known as FAQs or strategy guides, are player-authored documents that provide step-by-step instructions on how to play and what to do in order to finish a given video game. Exegetical in their length and detail, walkthroughs require hours of exacting labor to complete. Yet authors are rarely compensated for work that markedly differs from other kinds of fan creativity. To understand their motivations, I interviewed six veteran GameFAQs authors, then inductively analyzed the transcripts. Open coding surfaced five themes attributable to each participant. Together, these themes constitute a shifting mix of motivations, including altruism, community belonging, self-expression, and …
"The Sugar'd Game Before Thee": Gamification Revisited, Michael J. Hughes, Jeff Lacy
"The Sugar'd Game Before Thee": Gamification Revisited, Michael J. Hughes, Jeff Lacy
Library Faculty Research
Gamification, the application of game elements to nongame contexts, was recently a subject of great interest in the library literature, inspiring a number of articles. That interest tapered off in tandem with gamification’s wider decline, but signs point to its reemergence. Anticipating renewed interest in gamification, the authors reviewed the literature to determine what has—and has not—been examined by librarianship’s proponents of gamification. They found serious concerns regarding gamification’s practical and ethical limitations. Moreover, the authors believe that the purported benefits of gamification are more readily found in its progenitor—games.
The Role Of Faculty Autonomy In A Course-Integrated Information Literacy Program, Anne Jumonville
The Role Of Faculty Autonomy In A Course-Integrated Information Literacy Program, Anne Jumonville
Library Faculty Research
Purpose – The purpose of this paper is to explore the significance of faculty autonomy in sustaining a successful information literacy program.
Design/methodology/approach – Faculty members were given the opportunity to create courses that integrated and assessed information literacy as part of a course grant program associated with an institutional assessment mandate. This case study analyzes course grant proposals, course assessment methods and results. It also presents results of a follow-up survey of faculty participants to see if they continued to integrate information literacy in other courses. Results are situated in the context of self-determination theory to better understand the …