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Abstract

Purpose - This paper seeks to focus on the design and testing of a web-based online board game for teaching undergraduate students information literacy skills and concepts. Design/methodology/approach - Project team members with expertise in game play, creative writing, programming, library research, graphic design and information seeking developed a web-based board game in which students used digital library resources to answer substantive questions on a scholarly topic. The project team hosted game play in a class of 75 undergraduate students. The instructor offered an extra-credit incentive to boost participation resulting in 49 students on 13 teams playing the game. Post-game focus group interviews revealed problematic features and redesign priorities. Findings - A total of six teams were successful meeting the criteria for the instructor's grade incentive achieving a 53.1 percent accuracy rate on their answers to substantive questions about the black death; 35.7 percent was the accuracy rate for the seven unsuccessful teams. Discussed in detail are needed improvements to problematic game features such as offline tasks, feedback, challenge functionality, and the game's black death theme. Originality/value - Information literacy games test what players already know. Because this project's successful teams answered substantive questions about the black death at accuracy rates 20 points higher than the estimated probability of guessing, students did the research during game play which demonstrates that games have merit for teaching students information literacy skills and concepts.

Type

a

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Abstract

Scientific collaboration is essential and almost imperative in modern science. However, collaboration may be difficult to achieve because of 2 major barriers: geographic distance and social divides. It is predicted that the advancement of information communication technologies (ICTs) will bring a puzzled conclusion for collaboration in the scientific community: the "Global Village" trend with significantly increased physical distance among collaborated scientists and the "Virtual Balkans" trend with significantly increased social stratification among collaborated scientists. The results of this study reveal that the scientific community evolves towards the Global Village generally on both the geographic and social dimension, but with variations in term of collaboration patterns. The influence of such collaboration patterns on research performance (that is, productivity and impact), however, is asymmetric to each side of collaborators. When researchers from top-tier and general-tier institutions collaborate, researchers from top-tier institutions face a decrease in research productivity and impact, whereas researchers from general-tier institutions increase in research productivity and impact. Furthermore, the development of ICTs plays an important role in shaping the evolving trends and moderating effects of collaboration patterns. Our findings provide a comprehensive understanding of scientific collaboration in the geographic, social, and technological aspect.

Type

a