TY  - JOUR
IS  - 4-5
TI  - The Gaming Involvement and Informal Learning Framework
AV  - public
VL  - 45
Y1  - 2014///
SP  - 611 
EP  -  626
JF  - Simulation & Gaming
A1  - Iacovides, I
A1  - McAndrew, P
A1  - Scanlon, E
A1  - Aczel, J
KW  - digital game-based learning
KW  -  engagement
KW  -  motivation
KW  -  informal learning
KW  -  player involvement
KW  -  digital games
N2  - 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.
ID  - discovery1459143
UR  - http://dx.doi.org/10.1177/1046878114554191
SN  - 1046-8781
ER  -