Purpose: Based on our experience of designing and testing a computer-based game for teaching undergraduate students information literacy(IL) concepts and skills, this paper summarizes the basic strategies for striking a balance between education and entertainment for the designers of quality IL games.Design/methodology/approach: The project team recruited 10 college students to play the game and post-game group interviews revealed problems and optimization priorities. The optimized game was tested among 50 college students. Based on a comparison of testing results of the two versions of the game, basic strategies for designing quality IL games were summarized.Findings: The following 5 basic strategies can effectively promote combination of education and entertainment: 1) using adventure games to enhance gaming experience, 2) plotting an intriguing story to attract players, 3) motivating players to engage in game play with game components such as challenge, curiosity, fantasy and control, 4) presenting learning materials through game props, and 5) assigning players tasks to be completed with subject knowledge.Research limitations: The 5 basic strategies have been tested only in the development process of one game, and the book classification knowledge in the mini-game is limited to the22 major categories of the Chinese Library Classification.Practical implications: University libraries may refer to our experience to design and utilize educational games to promote the IL education for college students.Originality value: Few empirical studies tested and summarized strategies for combining learning and fun in the design of IL games for university students. The 5 strategies, which are summarized in the process of design and optimization of the mini-game book classification,are valuable for other designers of IL games. Purpose: Based on our experience of designing and testing a computer-based game for teaching undergraduate students information literacy (IL) concepts and skills, this paper summarizes the basic strategies for striking a balance between education and entertainment for the designers of quality IL games. Design / methodology / approach: The project team recruited 10 college students to play the game and post-game group interviews revealed problems and optimization priorities. The optimized game was tested among 50 college students. Based on a comparison of testing results of the two versions of the game, basic strategies for designing quality IL games were summarized. Findings: The following 5 basic strategies can be effectively promote combination of education and entertainment: 1) using adventure games to enhance gaming experience, 2) plotting an intriguing story to attract players, 3) motivating players to engage in game play with game components such as challenge, curiosity, fantasy and contro l, 4) presenting learning materials through game props, and 5) assigning players tasks to be completed with subject knowledge. Research limitations: The 5 basic strategies have been tested only in the development process of one game, and the book classification knowledge in the mini-game is limited to the 22 major categories of the Chinese Library Classification. Practical implications: University libraries may refer to our experience to design and enable educational games to promote the IL education for college students. Origin Value: Few empirical studies tested and summarized strategies for combining learning and fun in the design of IL games for university students. The 5 strategies, which are summarized in the process of design and optimization of the mini-game book classification, are valuable for other designers of IL games.