The purpose of this study was to investigate to what extent a game can be used as an instructional tool for library instruction. In order to determine the effectiveness of the game for library instruction, it was necessary to do literature research that included both subject fields. The research design therefore includes a literature study on information literacy and a literature study on game-based learning. The game was based on the Big6 information literacy model (Eisenberg, 2008). An in-depth literature review on game-based learning was needed to determine which criteria would be necessary to create a game for instructional purposes. An instructional design process (DODDEL model) was used for the design of the game. The design and layout of the game illustrated the application of the game-based learning criteria. A single-case study method was used for the purpose of the study. A mixed-methods approach with qualitative and quantitative questions and formative and summative evaluation was used to collect data and evaluate the game. The data analysis was done in Chapter 6. The data analysis indicates that games can be used in an effective way for library instruction purposes. The comments seem to confirm the findings of the literature review on game-based learning. The rating scale proved that the players were engaged during game play. The findings of the study were discussed in the concluding chapter. Game-based learning criteria and their application were described. The success and restrictions of the study were indicated and discussed. Recommendations for further research in the subject fields were made. / Dissertation (MSc)--University of Pretoria, 2013. / gm2014 / Information Science / unrestricted

This thesis presents the design, creation, and testing of a web-based tool for generating interactive web-based problem set assignments. In prior research (Stetka, 2001) it was shown that students enjoyed interactive problems. In this research, multiple programming languages were used to provide a web-based, fully interactive, problem solving environment for the students.Sample problem sets were written by the author and a few chemical engineering students. These web pages were then used as a basis to test the effectiveness of the web-based interactive problem sets for two engineering courses. Initial findings are presented illustrating the students results along with results of student feedback surveys. Additionally, an analysis of the feedback from the two levels of users, students and instructors are reported and some suggestions for further development are given.

Local High School, a pseudonym, located in Northwest Mississippi has in place two differing Biology 1 curricula; in one curriculum, the students use interactive notebooks daily and in the other curriculum, they are not used. The purpose of this ex post facto quasi-experimental study was to investigate the impact that an instructional tool, such as the interactive notebook, could have on student achievement. Instructional design theory and the materials, methods, environment, collaboration, content, and assessment (MMECCA) framework served as the theoretical framework for this study. The standard measure of science proficiency was provided by the test results from the Biology 1 Subject Area Testing Program assessment (SATP). Using data from 2016-2017 Biology 1 students who took the pretest, CASE 21 assessment, and the posttest, Biology 1 SATP assessment (N = 184), three independent samples t tests were used to analyze the data. The first independent samples t test performed on data from the pretest established that the two groups began the study with similar science proficiencies. The second and third independent samples t tests, conducted using overall mean scores and the mean scores for each of the individual six categories from the SATP Biology 1 assessment, determined that there was a statistically significant difference in the overall science proficiency of the two groups. A position paper was developed recommending the use of the interactive notebook to improve science proficiency. Positive social change is expected to occur as this information can be used to inform educational policy makers and close the achievement gap.