Branston, C. (2006). From game studies to bibliographic gaming: Libraries tap into the video game culture. Bulletin of the American Society for Information Science and Technology.
A 2003 Gallup Poll found that 69% of teenagers play video games each week, 1/4 of which play over 11 hours per week. She stresses the need to focus on the entertainment factor and gaming experience rather than the educational aspects. Game-based learning goes against the "point of need theory" but she feels the two can compliment each other.
It is important to get the players involved at every stage of development. Strive to make the players lose track of time. If a game fails, it is most likely because the game is not fun. In games, "the learning is completely interactive and immersive."
Gamers often do "secondary research," looking up information on strategies, tips, hints, fan fiction, and Web sites devoted to the game. Bibliographic instruction can use gaming literature in a BI session to show how the skills they already have transfer to academic research.