Examining the impact and motivations of play in academic libraries: A cross-sectional study
Bibliographic record
Abstract
This is an accepted article with a DOI pre-assigned that is not yet published.Introduction: Academic libraries are well situated to provide students with opportunities to de-stress through play. However, the impacts of play and student motivations to participate have not been formally investigated. This study aimed to answer the questions: What are the impacts of play in academic libraries? And why do students choose to participate in play events in these settings? Methods: A cross-sectional study design was used. Recruitment took place at three academic libraries in Canada. Participants were University students actively engaging in a play event. An eight-item questionnaire was distributed. Results were analyzed using descriptive statistics and thematic analysis. Results: 93 participants completed the study. The majority were undergraduate, domestic students residing off-campus. The impact of personal enjoyment had the highest mean response among the impacts measured. The top motivations for participating were to take a break, to engage in the activity being offered, and for enjoyment or fun. Discussion: Participants were motivated and impacted by personal enjoyment, aligning with previous research on play in adulthood. However, the need to take a break was the strongest motivator to participate in play events for this post-secondary student population. Academic libraries are an optimal place on campus for play events to occur.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.005 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".