Abstract—This paper discusses complexities of the Internet as
an information space and outlines information behavior patterns
of users that are often inadequate. On this basis, game-based
approaches to foster information literacy are briefly discussed.
This provides the wider frame for an exploratory case study in
which the effectiveness and acceptance of game-based elements
are investigated. In the case study, a small-scale learning module
was created. The goal of the learning module was to sensitize
learners with respect to their handling of news and to foster
their ability to apply critical thinking skills when evaluating
information. The learning module was framed with pre- and
post-learning surveys. In these surveys, learners’ information
literacy skills were compared and their estimation of specific
instructional instruments was collected. Two designs of the
learning module were compared, a design that included
game-based elements and a design without game-based elements.
Results of the case study are of exploratory value. They indicate,
that gamification may be worthwhile because it promotes the
transfer of acquired knowledge into real-life behavior. Maybe
there is a price to pay. Because of gamification, learners may be
more likeable to drop out of the learning scenario.
Index Terms—Information literacy, game-based learning, case study.
Vivien Mantei is with the University of Hildesheim, Germany.
Joachim Griesbaum is with the University of Hildesheim, Germany (e-mail: email@example.com).
Thomas Mandl is with the University of Hildesheim, Germany.
Cite: Vivien Mantei, Joachim Griesbaum, and Thomas Mandl, "Fostering Information Literacy on the Web: Results of a Game-Based Learning Scenario," International Journal of Information and Education Technology vol. 8, no. 12, pp. 861-867, 2018.