Issue 131

In the ever-evolving landscape of education, engaging students – particularly those who are reluctant readers – poses a constant challenge. At St Augustine’s College in Sydney, we implemented a long-running Murder Mystery game to captivate students who resist traditional reading methods, leveraging interactive, highly visual, multimodal narratives to transform reading into an adventure rather than a chore.

At St Augustine's, we sought to create a pathway to reading offering different access points outside of traditional reading methods. By leveraging gamification and multimodal storytelling, the initiative captivates students, making reading a dynamic experience. Transforming the process of reading into an adventure rather than a chore creates a highly positive experience for students.

Gamification in education

Gamification, increasingly common in educational settings, refers to using game-design elements in non-game contexts (Singh, 2023). This approach harnesses the motivational power of games – such as earning points, solving puzzles and overcoming challenges – to enhance student engagement and learning outcomes (Wulan et al., 2024). While the concept dates back to the 1980s, it wasn’t until the digital revolution that gamification truly began to flourish, enabling educators to create more sophisticated and immersive learning experiences (Lacovides et al., 2015). Today, gamification is used in various educational contexts, from simple classroom activities to complex digital platforms, all designed to make learning more engaging and effective.

The power of interactive narratives

Central to the success of gamification in education is the concept of interactive narratives. Unlike traditional stories where the reader is a passive consumer, interactive narratives allow students to become active participants in the storyline, fostering a sense of ownership and agency. This engagement – deeply connected to Reader Response Theory, which suggests the reader's interpretation of a text is influenced by their personal experiences, emotions and level of engagement (Berger, 1996) – can be particularly powerful for reluctant readers. By involving students in a narrative where they can influence the outcome – such as solving a mystery – they are more likely to connect with the material on a personal level, enhancing both enjoyment and understanding.

St Augustine’s observations: Tapping into the appeal of crime fiction

At St Augustine’s College, we noticed a strong interest in crime and thriller fiction among our students in Year 9 and above, particularly during their Year 9 unit of work on crime fiction. Recognising this trend, we saw an opportunity to build on their interest by introducing a Murder Mystery game that would both engage and educate. We partnered with Case Dog, a UK-based company that designs online mystery games, to modify an existing detective game ‘The Author’ for a school setting. Their support was invaluable, and we encourage any school library interested in similar projects to consider reaching out to them (https://thedetectiveexperience.com).

The Murder Mystery project: A multimodal and drip-fed approach

The Murder Mystery game at St Augustine’s was not a one-time event but a sustained, immersive experience designed to keep students engaged over a period of time. We adopted a drip-fed approach, where clues and narrative elements were released incrementally, maintaining student interest and encouraging active participation.

A gamified literacy display wall.

A key strength of this project was its multimodal nature, incorporating various forms of media – textual clues, visual displays, digital content and physical artifacts. This rich, layered experience appealed to different learning styles, providing alternative pathways to engagement for students who might struggle with traditional text-heavy reading (Measles & Abu- Dawood, 2015). The ARC library was pivotal in supporting this initiative, recognising its potential to offer a holistic and engaging literacy experience that bridged the gap between reluctant readers and the joy of reading (Gee, 2003).

The power of a non-static display

Supporting the narrative was a non-static display in the library, which evolved as the mystery unfolded. This display was more than just a visual aid – it was an active, integral part of the game. As new clues were revealed, the display changed, reflecting the progress of the mystery and providing students with a constant, tangible reminder of the game. This evolving display kept the momentum going and served as a focal point for discussion and speculation among students, further deepening their engagement (Hamari et al., 2014).

Success through gamification

The Murder Mystery at St Augustine’s College stands as a testament to the potential of gamification in a library setting. By creating an interactive, multimodal and visually stimulating environment, we were able to draw in reluctant readers and foster a deeper appreciation for literature. This project highlights the importance of innovation in our libraries and the need to meet students where they are, using creative approaches to make learning both enjoyable and effective.

As librarians, we must continue to explore and embrace new methods to engage our students. Gamification, with its ability to turn learning into a dynamic and participatory experience, offers a powerful tool in our ongoing efforts to inspire a love of reading and learning in our students.

References

Arnold, B. J. (2014). Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21, 32–39.

Berger, L. (1996). Reader response theory in the secondary English classroom. English Journal, 85(3), 66–71. https://www.jstor.org/stable/40014659

Green, M. C. & Jenkins, H. (2014). The role of narrative in the experience of immersive education. Journal of Communication, 64(3), 479–500. https://academic.oup.com/joc/article-abstract/64/3/479/4086036?login=false

Lacovides, I., Cox, A. L., McAndrew, P., Aczel, J., & Scalon, E. (2015). Game-based learning as a means to increase engagement and motivation within an eLearning environment. Human-Computer Interaction, 29(3), 245–281. https://doi.org/10.1080/07370024.2014.987347

Measles, S. & Abu-Dawood, S. (2015). Gamification: Game-based methods and strategies to increase engagement and motivation within an eLearning environment.

Singh, A. (2023). Gamification in education: Advancing 21st-century learning. eLearning Industry. https://elearningindustry.com/gamification-in-education-advancing-21st-century-learning

Wulan, R., Nainggolan, R., Hidayat, T., Rohman, A. & Fiyul, A. (2024). The impact of gamification on student engagement and learning outcomes: A study of higher education. Global Education Journal, 5(2), 123–135. https://global-us.mellbaou.com/index.php/global/article/view/238