The Gaming Involvement and Informal Learning Framework. (August 2014)

• Record Type: Journal Article
• Authors: Iacovides, Ioanna; McAndrew, Patrick; Scanlon, Eileen; Aczel, James
• Other Names: Moseley Alex guest-editor.; Whitton Nicola guest-editor.
• Is Part Of: Simulation & gaming. Volume 45:Number 4/5(2014:Aug./Oct.)
• Page Start: 611
• Page End: 626
• Publication Date: 2014-08
• Subjects: digital game-based learning -- digital games -- engagement -- informal learning -- motivation -- player involvement; Social sciences -- Study and teaching -- Periodicals; Simulation methods -- Periodicals; Game theory -- Periodicals; Sciences sociales -- Étude et enseignement -- Périodiques; Simulation, Méthodes de -- Périodiques; Jeu de rôle -- Périodiques; Éducation; Jeu d'entreprise; Jeu de simulation; Méthode de simulation; Sciences sociales; Théorie des jeux; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 003.3
• DOI: 10.1177/1046878114554191
• Languages: English
• ISSNs: 1046-8781

Abstract

Aim . This article presents amodel of how gaminginvolvement andinformal learning come together in practice. Method . Based on a series of interviews, case studies, and a wider survey, theGaming Involvement and Informal Learning (GIIL) framework indicates how involvement with a variety ofgaming practices can lead to a range of differentlearning experiences . Results . The framework is able to account for bothhow and what people learn from gaming while also highlighting the influence ofplayer identity . Further, theiterative relationship betweenidentity, involvement, andlearning is emphasized: The more strongly someoneidentifies themselves as a gamer, the greater their micro- and macro-levelinvolvement and the more likely they are tolearn from their gaming experiences. Conclusion . Theimplications of the findings are discussed with regard toinformal andformal learning.