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The gaming involvement and informal learning framework

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JournalSimulation & Gaming
DatePublished - 17 Dec 2014
Issue number4-5
Volume45
Number of pages16
Pages (from-to)611-626
Original languageUndefined/Unknown

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.

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© 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

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