By the same authors

From the same journal

The gaming involvement and informal learning framework

Research output: Contribution to journalArticlepeer-review

Full text download(s)

  • GIIL

    527 KB, PDF document


Published copy (DOI)



Publication details

JournalSimulation & Gaming
DatePublished - 17 Dec 2014
Issue number4-5
Number of pages16
Pages (from-to)611-626
Original languageUndefined/Unknown


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.

Bibliographical note

© 2014 SAGE Publications. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

    Research areas

  • digital game-based learning, digital games, engagement, informal learning, motivation, player involvement

Discover related content

Find related publications, people, projects, datasets and more using interactive charts.

View graph of relations