Why cite game

OWL, Purdue University. Purdue Univ. Works well for group projects too! ZoteroBib This easy to use citation generator from Zotero can help you create citations on the fly. Choose your style from their library. Easily create your reference list too! It is especially helpful with papers containing mathematical expressions. How do I create bibliographies in LaTeX? It also provides information on using standard citation managers Zotero or Mendeley and specialty citation managers for LaTeX Jabref to manage reference and create a bibliography.

Scholarly sources especially scholarly journals dominated BiblioBouts sources; however, players chose few This suggests that undergraduate students may not understand scholarly sources well enough to integrate them into their papers. When playing BiblioBouts, players were probably able to recognize, retrieve, and contribute scholarly sources on the broad-based topic in play; however, integrating them into their final papers to support their claims might have been too much of a stretch.

As a result, players as well as nonplayers turned to nonscholarly sources that discussed global warming in terms that the average layperson could understand. It may take several years of coursework in a discipline for students to develop competence and facility with its scholarly literature. Our speculation in this regard is echoed by Rebecca Jackson, who, as a result of mapping information literacy competencies to cognitive development models, asserts that successfully meeting information literacy standards that include using information to generate new concepts can only be accomplished by graduates of higher education institutions.

The researchers sought explanations from students and instructors who played BiblioBouts after the class that is described in this study. Like I had to do a lot of other research after the fact to find information that was similar to [but not the same as] the [broad-based] topic. Here is an instructor who lauds BiblioBouts for its ability to expose students to more information than they would have found on their own. Because of this exposure, students were inspired to think in new and different ways about their topics and about the need to find more information after the game ended to support their ideas.

But after all this reading and so on, my ideas have formed in slightly different ways from what I had initially thought of and that was too simple.

So can I not use any of those [BiblioBouts] sources because I have formed my idea about what I want and I need to look for other sources? I might use one [BiblioBouts source] but I want to use something else as well.

Here is what he said in this regard. Even if they looked at the sources only briefly, they were able to see how the sources that they did choose compared to other available sources. The quality of argument went up and the quality of sources overall went up. Focus group interviews revealed other ways in which students benefited from game play.

The instructor also profiled BiblioBouts with a list of relevant databases. Some students acknowledged the game as being their first exposure to these databases. Students added that playing BiblioBouts emphasized the importance of evaluating the sources they find.

Another benefit the instructor cited was keeping sources on hand after a course ended to use at a later time. In the past, sources were disposable. You … used them for a paper or project and then discarded them…. In the future, you keep a running database … especially within your major. Some of them have already told me that they are going to do exactly that…. They would use Zotero to do it…. They were very fond of Zotero. Not long after the game ended, students described how they were already using Zotero for assignments in other courses.

Game play also increased their use of the university library. Because of playing BiblioBouts, students made a habit of collecting more sources than their instructors required, picking and choosing the best ones to make their argument rather than limiting themselves to the first ones retrieved on the topic.

Students also acknowledged that playing a game motivated them because it was an open competition with their fellow students. Playing BiblioBouts did not immediately produce the desired behavior, that is, students citing increasingly more scholarly sources in their final papers. It did, however, expose them to more sources than they would have found on their own, to the importance of evaluating the sources they find, and to a new software tool for organizing the sources they find online, including using this tool to keep sources on hand just in case they need them in their future coursework.

Their instructor also observed that the benefits of playing BiblioBouts went beyond simply allowing the students to support their arguments more effectively; it enhanced their understanding of the relationship between researched sources and argument planning , as well. They began to see that engaging with higher-quality sources early in the preparatory stages for their papers helped them to recognize avenues of investigation that might not otherwise have occurred to them, resulting in more thoughtful theses and stronger subtopics.

Students from a second-year English course at a research university played the BiblioBouts information literacy game. As a result of playing the game, the players in this one particular class did not progress from lower-quality to higher-quality sources; however, scholarly sources dominated the sources they submitted to BiblioBouts, demonstrating that players were able to recognize quality sources for the purpose of playing the game, and they gave their highest credibility ratings to sources from scholarly journals.

By the time the game ended, some players were already using Zotero to organize their sources for assignments in other classes. BiblioBouts players were partial to learning how to conduct library research by playing a game because the game situated them in an open competition with fellow students, stimulating them to go above and beyond what they would have normally done because of the immediate rewards they reaped as a result of their game-play activity.

This paper provides evidence that despite encountering scholarly sources several times during the research process, students depended on nonscholarly sources for their final written papers. The authors speculate that underclassmen are not intellectually ready to synthesize the scholarly sources they find. Follow-up studies are needed to confirm this speculation.

Peters, Jr. Taylor Karen Markey ylime umich. Taylor chartay umich. Coders Credit. Good luck! Drag the pieces of the citation below into the correct format on the lines provided.

When you think your answer is correct, click on "Check" to check your answer. If you get stuck, click on "Hint" to find out the next correct part. Drag the information onto the targets in the correct order. Year of publication. Title of the video game Version [Video game]. Location : Name of Producer. To cite a video game in a reference entry in APA style 7th edition include the following elements:.

Rights-holder of video game. Name of Producer. Take a look at our reference list examples that demonstrate the APA style guidelines for a video game citation in action:.