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The gaming involvement and informal learning framework

Iacovides, Ioanna; McAndrew, Patrick; Scanlon, Eileen and Aczel, James (2014). The gaming involvement and informal learning framework. Simulation & Gaming, 45(4-5) pp. 611–626.

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DOI (Digital Object Identifier) Link: https://doi.org/10.1177/1046878114554191
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Abstract

Aim. This article presents a model of how gaming involvement and informal learning come together in practice.

Method. Based on a series of interviews, case studies, and a wider survey, the Gaming Involvement and Informal Learning (GIIL) framework indicates how involvement with a variety of gaming practices can lead to a range of different learning experiences.

Results. The framework is able to account for both how and what people learn from gaming while also highlighting the influence of player identity. Further, the iterative relationship between identity, involvement, and learning is emphasized: The more strongly someone identifies themselves as a gamer, the greater their micro- and macro-level involvement and the more likely they are to learn from their gaming experiences.

Conclusion. The implications of the findings are discussed with regard to informal and formal learning.

Item Type: Journal Item
ISSN: 1552-826X
Project Funding Details:
Funded Project NameProject IDFunding Body
StudentshipNot SetESRC
Keywords: digital game-based learning; digital games; engagement; informal learning; motivation; player involvement
Academic Unit/School: Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
Interdisciplinary Research Centre: Health and Wellbeing PRA (Priority Research Area)
Centre for Research in Education and Educational Technology (CREET)
Item ID: 42013
Depositing User: Patrick McAndrew
Date Deposited: 09 Feb 2015 11:02
Last Modified: 04 Sep 2017 09:11
URI: http://oro.open.ac.uk/id/eprint/42013
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