Library discovery through augmented reality: a game plan for academics

In order to create innovative pathways to services and resources, the authors propose placing a “game-layer” on top of the library, luring new patrons with the potential of playing an Alternate/Augmented Reality Game (ARG). Using both physical and virtual library space a variety of “nodes” are created, drawing players to various library locales even regular patrons may be unfamiliar with and presenting them with story fragments and puzzles. Each node requires players to use library resources like databases and books, or engage library staff at known service points in order to move forward. Players contribute to the game itself in the form of puzzle solutions. Far more illustrative than a guided tour or required course/class, this library ARG encourages players to discover and utilize resources within the context of the game, generating fluency in library systems, places and platforms. But more importantly, the ARG invites a process of “meta-level reflection” invaluable throughout a patron’s academic career

Adaptability and Procedural Content Generation for Educational Escape Rooms

We present a literature review that aims to understand the role of the Educational Escape Room (EER) in improving the teaching, learning, and assessment processes through an EER design framework. The main subject is to identify the recent interventions in this field in the last five years. Our study focuses on understanding how it is possible to create an EER available to all students, namely visually challenged users. As a result of the implementation of new learning strategies that promote autonomous learning, a concern arose in adapting educational activities to each student's individual needs. To study the adaptability of each EER, we found the EER design framework essential to increase the student experience by promoting the consolidation of knowledge through narrative and level design. The results of our study show evidence of progress in students' performance while playing an EER, revealing that students' learning can be effective. Research on Procedural Content Generation (PCG) highlighted how important it is to implement adaptability in future studies of EERs. However, we found some limitations regarding the process of evaluating learning through the EERs, showing how important it is to study and implement learning analytics in future studies in this field

Exploration Games:Can Game-Guided Systems Support Users in Automated Exhibition Sites?

This article delves into the potential of incorporating elements fromadventure games into museum exhibitions, with a particular focus on automatedexhibition sites. We advocate that principles derived from adventure games canadeptly bridge the two primary expectations of exhibitions: enlightenment andexperience. Exploration-based games, such as Explore the Redoubt (XTR)crafted for automated venues, enable users to fulfill both these objectives. XTR,conceived to address the prevailing research voids, integrates game mechanicsinto the automated exhibition environment, enhancing visitor motivation andengagement. It harnesses interactive digital mediums to present cultural heritagein a relaxed, informal manner.Existing research scarcely touches upon the design of experiential learninggames developed for automated sites, which encompass both indoor and outdoordisplays. Our methodology contemplates the transformation of visitor conduct atexhibitions, morphing them into avid knowledge seekers. We challenge theadequacy of current user experience models in portraying exhibitions striving toprovide both enlightenment and an immersive experience. Consequently, weintroduce a framework for museum interactions that deeply engages users, urgingthem to define their exploration trajectories, seamlessly fusing enlightenment,and engagement. Our study is set in a 17th-century redoubt where initialobservations indicated greater outdoor engagement compared to indoor spaces.This observation fueled our initiative to amplify indoor visitor participation.After testing XTR with 30 participants and employing a combination ofobservations and interviews, we derived key insights on designing digitalexploration games that seamlessly combine enlightenment and engagement. Weconclude with three design strategies to enhance visitor curiosity and exploration

Why do firms fail to engage diversity? A behavioral strategy perspective

The persistent failure of organizations to engage diversity—to employ a diverse workforce and fully realize its potential—is puzzling, as it creates labor-market inefficiencies and untapped opportunities. Addressing this puzzle from a behavioral strategy as arbitrage perspective, this paper argues that attractive opportunities tend to be protected by strong behavioral and social limits to arbitrage. I outline four limits—cognizing, searching, reconfiguring, and legitimizing (CSRL)—that deter firms from sensing, seizing, integrating, and justifying valuable diversity. The case of Moneyball is used to illustrate how these CSRL limits prevented mispriced human resources from being arbitraged away sooner, with implications for engaging cognitive diversity that go beyond sports. This perspective describes why behavioral failures as arbitrage opportunities can persist and prescribes strategists, as contrarian theorists, a framework for formulating relevant behavioral and social problems to solve in order to search for and exploit these untapped opportunities

Invisible Teacher: How Might Digital Leisure Games Foster Critical Thinking and Grit?

The ubiquity of mobile devices and the rapid growth of mobile gaming have put digital games into the tiny hands of children, some under 2 years of age. What, if anything, are these games teaching our kids? Could they be learning essential skills that will be useful in the future—or are they just for fun? This research investigates if and how digital leisure games promote critical thinking and grit in children ages 9–12. It will explore game design, motivations of players, stages in child’s development and other factors that may influence learning outcomes. It aims to create a framework for identifying essential future skills and traits and provide future directions for parents and, potentially, educators and game developers