Gamification on Social Media to Enhance Library Services in Kenyan Private Universities

Abstract

This study examined the application of gamification strategies on social media as an innovative approach to enhance student interaction with library services at Strathmore and Riara Universities, Kenya. Guided by the Self-Determination Theory, which emphasizes competence, relatedness, and autonomy as intrinsic motivators, the study explored how game elements such as contests, quizzes, and digital badges influence engagement. A descriptive survey design was employed, targeting a population of 2,100 individuals (1,800 students and 300 librarians). Stratified random sampling yielded 300 students, while purposive sampling selected 36 librarians, resulting in a final response of 255 students (85%) and 20 librarians (55.6%). Data were collected using structured questionnaires and semi-structured interviews, with reliability confirmed through Cronbach’s alpha values above 0.7. Quantitative data were analyzed using SPSS v26 (descriptive statistics), while qualitative insights were thematically analyzed. The findings revealed that gamification significantly improved interaction with library services, with 50.6% of students reporting motivation from contests, 48.2% from digital badges, and 60% from quizzes. Despite these benefits, challenges such as limited resources, inadequate training, and access to gamification software constrained scalability. The study concludes that gamification offers a practical framework for bridging the student-library engagement gap in Kenyan private universities. It recommends investing in affordable gamification tools, training librarians in digital engagement strategies, and conducting regular audits of library social media initiatives. Adoption of such measures would enhance both the visibility and utilization of library services in resource-constrained academic environments.