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The Gaming Involvement and Informal Learning Framework

Iacovides, I; McAndrew, P; Scanlon, E; Aczel, J; (2014) The Gaming Involvement and Informal Learning Framework. Simulation & Gaming , 45 (4-5) 611 - 626. 10.1177/1046878114554191. Green open access

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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.

Type: Article
Title: The Gaming Involvement and Informal Learning Framework
Open access status: An open access version is available from UCL Discovery
DOI: 10.1177/1046878114554191
Publisher version: http://dx.doi.org/10.1177/1046878114554191
Language: English
Keywords: digital game-based learning, engagement, motivation, informal learning, player involvement, digital games
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
URI: https://discovery.ucl.ac.uk/id/eprint/1459143
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