The Gaming Involvement and Informal Learning Framework

Ioanna Iacovides, Patrick McAndrew, Eileen Scanlon and James Aczel

Simulation & Gaming, 2014, vol. 45, issue 4-5, 611-626

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.

Keywords: digital game-based learning; digital games; engagement; informal learning; motivation; player involvement (search for similar items in EconPapers)
Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:45:y:2014:i:4-5:p:611-626

DOI: 10.1177/1046878114554191

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