What is LibQuest?

LibQuest is an online introduction to key features of the Library. Using gamification such as quizzes and activities, students will become familiar with core services.

Why should students complete LibQuest?

A study by the University of Huddersfield showed a statistically significant association between library resource use and student attainment. It showed that students’ believe that individual qualities and referral to resources contribute to a higher degree outcome (Stone and Ramsden, 2013).

There is increasing evidence supporting the notion that traditional approaches provided during the induction process fail to convey to students the importance of the library to their future academic achievement (Bickley and Corrall, 2011). Interactive games, used for educational purposes with a specific learning outcome, can support a student’s learning and influence their motivation to use their university library.

Game based learning can offer new students a positive and enjoyable first experience of the academic library setting.  The purpose of library orientation is to educate and create awareness into how the library operates for first time students, offering them a fun but positive impression of an academic setting (Igun and Adogbeji, 2006). Game based learning has many academic benefits and can increase student engagement, motivation and greater learning. Charles et al. (2011) stated that students who use gamification during their academic year appear more motivated and have an improved attendance and participation record.

How can students complete LibQuest?

LibQuest can be accessed at: https://libguides.tees.ac.uk/libquest

Students take part in an interactive Sway quest, through which they explore library facilities and learn about the support available to help them succeed in their academic studies.

The content can also be referred back to and caters for a variety of learning styles, thus helping reinforce learning.

Please encourage students to participate both over the vacation and at the start of Semester 2.



Bickley, R., and Corrall, S. (2011) ‘Student perceptions of staff in the information commons: A survey at the University of Sheffield’, Reference Services Review, 39(2), pp. 223-243.

Charles, D. et al. (2011) ‘Game-based feedback for educational multi-user virtual environments: Game-based feedback for educational MUVEs’, British Journal of Educational Technology, 42(4), pp. 638- 654.

Igun, S. E., and Adogbeji, O. B. (2006) ‘Orientation on library use for new students’, Delta State University, Abraka, Nigeria. Library Hi Tech News. 23(10), pp. 18-20.

Stone, G., & Ramsden, B. (2013) ‘Library impact data project: Looking for the link  between library usage and student attainment’, College & Research Libraries, 74(6), pp. 546-559.


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