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.

DOI: https://doi.org/10.1177/1046878114554191

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.

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About

• Item ORO ID
• 42013
• Item Type
• Journal Item
• ISSN
• 1552-826X
• Project Funding Details

• Funded Project Name	Project ID	Funding Body
  Studentship	Not Set	ESRC

• Keywords
• digital game-based learning; digital games; engagement; informal learning; motivation; player involvement
• Academic Unit or School
• Institute of Educational Technology (IET)
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Depositing User
• Patrick McAndrew