Research paper on Gamification in Libraries

1. Running head: <GAMIFICATION IN LIBRARIES> 1
Gamification as an Emerging Technology in Libraries
John R. Wallace
Valdosta State University
June 4, 2015

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Introduction
Gaming is on the rise. Research indicates that more than half a billion people worldwide
play at least one hour of online games each day. Within the United States, it is estimated that
there are 183 million daily gamers with at least five million of these individuals committing
more than forty hours per week to game play (Kim, 2015).
Under this backdrop of game proliferation, the potential of “gamification” has taken root.
According to Zichermann (2011), gamification is the process of applying “game-thinking and
game mechanics to engage users and solve problems.” Essentially, gamification involves adding
a “game layer on top of the real world” (Kim, 2015). Gamification and its application within
academia and librarianship has been a particularly popular topic as of late. This emerging
technology has been discussed by numerous scholarly articles, American Library Association
conference panels, and is even the focus of its own Library Information & Technology
Association interest group (Felker, 2014).
This paper will provide an overview of what exactly constitutes gamification, its current
use in libraries, potential further applications of the technology, and the challenges faced in its
implementation.
Literature Review
What is gamification?
Gamification can be a difficult thing to define. Throughout the literature, there appeared
to be multiple working definitions of the term. The most oft cited definition is the Zichermann
construct discussed above—that gamification is the application of “game-thinking and game
mechanics to engage users and solve problems.” Moreover, Kapp (2012) described gamification
as “using game-based mechanics, aesthetics and game thinking to engage people, motivate

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action, promote learning, and solve problems.” Kapp emphasized that gamification delivers
content “for a purpose other than pure entertainment.” Both of these definitions center on the
imposition of game-thinking and mechanics to real world situations to engage people and
address problems.
Game mechanics often involve the layering of “points, badges and/or leaderboards” on to
an activity (Spina, 2013, p.7). These mechanics can elicit powerful emotions in users such as a
sense of engagement, thrill of instant feedback, sense of accomplishment, and the gratifying
completion of a difficult challenge.
Described another way, gamification can be understood under the MDA framework
which stands for: 1) mechanics; 2) dynamics; 3) and aesthetics. Whereas these terms represent:
1) rules; 2) system; and 3) fun respectively (Kim, 2015).
Forces behind gamification
Kim (2015) posits that the recent focus on the possibilities of gamification and its
application to academia and librarianship can be attributed to the confluence of three trends: 1)
the ubiquitous presence of smartphones; 2) the prevalence of the mobile web; and 3) the
explosion of social media use (p. 7). These three developments allowed users to constantly be
connected to the Internet, offer a wealth of capabilities (including GPS location services), and
allowed unprecedented content sharing options—all contributing to a vibrant possible
gamification climate.
Why should we gamify libraries?
According to the literature, gamification can be a very powerful force. Often times,
“games make people perform better in a way the real world does not” (Kim, 2012). Specifically,
gamification has the ability to: 1) capture people’s attention; 2) engage them in a target activity;

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and 3) influence their behavior (Kim, 2015). Additionally, Walsh (2014) theorized that game
mechanics and the encouragement of “elements of play and games” can offer a “safe
environment” for users to experiment and may in fact “reduce library anxiety” (p.41).
While implementation of gamification within the library context has major potential, the
literature still shows some skepticism. Some claim that gamification merely offers
“pointsification”—that simply adding points to an experience does not add value (Spina, 2013).
Additionally, it is hypothesized that over reliance on extrinsic rewards may ultimately decrease
motivation to perform a particular activity. Despite these contentions, the positives of
gamification seem to far outweigh the potential negatives within the library context.
Use in Libraries
Lemontree
The University of Huddersfield partnered with an external design company to create a
gamified library platform called Lemontree. The primary purpose of the gamification effort was
to increase engagement with the library by providing a game layer interwoven with traditional
library activities, such as checking out materials and using e-resources. Developers wanted to
focus on a playful, light-hearted aesthetic, short term and long term narration timelines, and
social aspects of sharing and competitiveness. Students could earn points and badges for
“borrowing and returning items, leaving reviews, entering the library, and using online
resources” (Walsh, 2014, p. 44).
According to the LibraryGame website, patrons can sign up for Lemontree by: 1)
downloading the app and linking their library card; 2) use the library as normally would; 3)
accumulate points for activities via the app that can be shared on multiple platforms (RITH
Limited).

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Ultimately, the Lemontree program proved to be a success. It boasted over 1,000
registered users after the first year of operation and reported the majority of students felt that
Lemontree had in fact changed their library behavior (Walsh, 2014, p.47). The findings
suggested that students could benefit from a gamification system placed within an academic
library setting.
Walsh cautioned that such a gamification program was not a panacea for student
engagement and recommended that it merely be “part of a suite of tools” used to engage students
with the library. Feedback further suggested that students desired greater social elements within
the Lemontree platform (Walsh, 2014, p.48).
Mobile Scavenger Hunts
The North Carolina State University Library used gamification by altering the traditional
one-shot information literacy session into a mobile scavenger hunt. Students were broken into
teams of four and given 15 library related questions to answer using an iPod touch. The
questions required students to explore the library, use resources, and interact with staff.
Questions were answered in real time and points were awarded for correct answers. Over the
course of the gamification project, more than 1,600 students participated in the scavenger hunt,
and 91% of participants stated it was “fun and enjoyable” while 93% indicated they “learned
something new about the library” (Kim, 2015, p. 24).
The New York Public Library also developed a mobile scavenger hunt called Find the
Future. This library gamification effort centered around a “one-time, in-person, overnight game
played by 500 people” at the library by searching out “100 ‘artifacts’—actual historical items
that were part of the library’s collection—which helped players to experience the library in a
novel and entertaining way” (Spina, 2013, p. 8). Jane McGonigal, a game design expert, assisted

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in the creation of Find the Future. McGonigal said of the rationale behind this use of
gamification: “The game is designed to empower young people to find their own futures by
bringing them face-to-face with the writings and objects of people who made an extraordinary
difference” (New York Public Library).
Potential Application
The potential application of gamification in today’s libraries and information centers is
great. As described above, gamification has been implemented successfully in both academic and
public libraries. By applying game mechanics and game thinking to the library experience,
librarians can offer a fun and enjoyable method of instruction that can also be effective. Libraries
have used gamification in a variety of applications including: 1) information literacy and source
evaluation; 2) library orientations and scavenger hunts; 3) increased material usage; and 4)
reading programs (Felker, 2014). However, in order for these gamification applications to be
successful, there are certain best practices that need to be followed.
First, designers must plan a clear goal. A librarian should not embark upon a gamification
concept simply because it is a shiny and new pedagogical technology. It is imperative that a
gamification design attempt to “match specific learning goals with types of games or gaming
elements” to ensure success (Kim, 2015, p.31).
Moreover, before jumping into a gamification project, a librarian must ask the question
“How will gamification help me achieve this goal?” (Spina, 2013, p. 9). Gamification does not
work in all situations. It is important to decide if a given activity will be enhanced by
gamification.
Additionally, a librarian must consider the intended target group for gamification. A
decision must be made as to whether to cater to only a fraction of users or all library users.

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Without knowing the particular needs of a target user group, it is impossible to create a
meaningful gamification experience, which may otherwise have a detrimental effect (Kim, 2015;
Spina, 2013).
Finally, a gamification project must consider the ability to receive feedback and evaluate
the project. Without such, it becomes increasingly difficult to create meaningful improvements to
the project (Kim, 2015; Spina, 2013).
Challenges
There are many challenges that present themselves to librarians who plan to employ
gamification. The largest impediment to a successful gamification project is a simple one: the
experience must be fun (Felker, 2014). Often, designers of gamified activities get so caught up in
the pedagogical vision and procedure that they lose sight of the most basic and important
element of gamification—users have to want to play. According to Kim, “Designing good game
experiences is nothing but easy” (2012, p. 467).
Other challenges include: 1) overloaded and overwhelming game options, 2) an
organization centric design rather than a user centric design; and 3) over-reliance on extrinsic
motivators over intrinsic.
Conclusion
Gamification represents an exciting new technological trend within librarianship. With
the ubiquity of smart phones, mobile data, and social media intersecting with the creativity of
information professionals—gamification can produce some novel experiences for library users.
Gamification has already been used to enhance library tours, information literacy instruction, and
interaction with traditional materials. However, as the literature cautions, it is important not to
consider gamification a panacea for all library woes nor as applicable in all situations. It is

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necessary to thoroughly plan and consider any potential attempt at gamification. Most of all,
gamification must be fun or be doomed to failure. But as Felker alluded to, if there have been
successful games “built around everything from waiting tables to harvesting crops to air traffic
control”—why not libraries, too? (2014, p. 21).

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References
Felker, K. (2014). Gamification in libraries. Reference & User Services Quarterly, 54(2), 19-23.
Kapp, K.M. (2012). The gamification of learning and instruction: Game-based methods and
strategies for training and education. San Francisco: Pfeiffer.
Kim, B. (2012). Harnessing the power of game dynamics: Why, how to, and how not to gamify
the library experience. C&RL News, 73(8), 465-469.
Kim, B. (2015). Understanding gamification. Library Technology Reports, 51(2), 5-35.
New York Public Library. (2011). Six Questions for Jane McGonigal. Retrieved from
http://exhibitions.nypl.org/100/digital_fun/jane_mcgonigal
Running In The Halls Limited. (2013). How does Librarygame work?. Retrieved from
http://librarygame.co.uk/how.html
Spina, C. (2013). Gamification: Is it right for your library?. AALL Spectrum, 17(6), 7-25.
Walsh, A. (2014). The potential for using gamification in academic libraries in order to increase
student engagement and achievement. Nordic Journal of Information Literacy in Higher
Education, 6(1), 39-51.
Zichermann, G. & Cunningham, C. (2011). Gamification by design: Implementing game
mechanics in web and mobile apps. Sebastopol, CA: O’Rielly Media.