No abstract

This study proposes a mobile application as a new approach for first-year student orientation to promote knowledge of library services using the gamification concept. The application is based on mobile devices with GPS to locate students, allowing them to catch, collect, and battle monsters around the library with questions on library service instructions. To evaluate the learning effectiveness of the approach, we performed a comparative experiment in which the control group used e-learning, while the experimental group used the mobile application of the CMU Journey. We evaluated the pre-and post-test scores, delayed 1-month post-test scores, and intrinsic motivation based on the IMI questionnaire. The results demonstrated that the preference for gamified experience among students can enhance knowledge retention and intrinsic motivation compared to other groups.

In this study the effects of intrinsic motivation and learning competency of virtual realitybased learning is compared to traditional text-based learning. In the study 28 students were involved from the second and third years of the library and information science faculty. The application of the fully immersive virtual 3D environment of Wieng Yong House was developed to support the virtual realitybased learning in the context of museums for culture heritage. To verify the hypothesis, the control group (traditional text-based learning), consisted of 14 students, used the course module of metadata for culture heritage in the museum whereas the experimental group (control group), consisted of 14 students, was provided virtual reality-based learning in the virtual museum. The tools of measurement were the pre-test/post-test quiz for learning competency and Intrinsic Motivation Inventory (IMI) with interview. The statistical model of paired sampled t-test assumptions was chosen for the statistical investigation for the hypothesis. The results suggest that constructing a virtual reality for learning in the context of a museum for cultural heritage might be a good way to enhance intrinsic motivation but cannot sufficiently and significantly improve the student's learning competency.