The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games

2014 ◽  
Vol 5 (2) ◽  
pp. 1-14 ◽  
Author(s):  
Mamta Shah ◽  
Aroutis Foster
Keyword(s):  
Qualitative Study ◽  
Knowledge Construction ◽  
Learning Experiences ◽  
Digital Games ◽  
Motivation To Learn ◽  
Game Based Learning ◽  
Games For Learning ◽  
Research Frameworks ◽  
Motivation And Achievement

There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to learn. Towards this goal, the purpose of this article is to introduce the inquiry, communication, construction, and expression (ICCE) framework. This qualitative study with interviews and observations examined the mathematics game Dimension M. It was analyzed using the ICCE framework. It reports the interpretive results of twenty 9th graders' motivation and achievement in a game-based learning course to learn mathematics using Dimension M. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

scholarly journals Design and evaluation framework for relevant chemistry-related educational card and board games

2015 ◽  
Vol 3 (4) ◽  
pp. 429-438
Author(s):  
Maiju Tuomisto ◽  
Maija Aksela
Keyword(s):  
Chemistry Education ◽  
Educational Games ◽  
Digital Games ◽  
Evaluation Framework ◽  
Game Based Learning ◽  
Board Games ◽  
General Rules ◽  
Games For Learning ◽  
Classification Evaluation ◽  
Novel Design

During the 21st century, new generations of both commercial board games and digital games have appeared, and in their wake, game-based learning has been extensively studied in recent years. There has also been some research on and development of card and board games for learning chemistry. Most of this research has been conducted in the field of regular and educational digital games. Many different classification, evaluation and assessment frameworks and tools are available for digital games. Few have been developed for card or board games, but many general rules for good educational games have been offered in research articles. Based on a literature review, a novel design and evaluation framework for card and board games for chemistry education on the lower secondary level has been developed. The aim of this framework is to help designers and teachers to design new educational card and board games, to support them in evaluating the viability of already existing chemistry-related educational games and instructing them in supporting student learning with a game.

Playful Learning Experiences

2013 ◽  
pp. 177-192
Author(s):  
Konstantin Mitgutsch
Keyword(s):  
Qualitative Study ◽  
Transformative Learning ◽  
Computer Games ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Digital Games ◽  
Future Research ◽  
Learning Patterns ◽  
Theoretical Assumptions ◽  
Values And Beliefs

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

scholarly journals An Evaluation of the Relationship Between Perceptions and Performance of Students in a Serious Game

2021 ◽  
pp. 073563312110369
Author(s):  
Chioma Udeozor ◽  
Fernando Russo Abegão ◽  
Jarka Glassey
Keyword(s):  
Engineering Students ◽  
New Technologies ◽  
Digital Games ◽  
Serious Game ◽  
Digital Learning ◽  
Game Based Learning ◽  
Perceptions And Attitudes ◽  
Games For Learning ◽  
And Performance ◽  
Game Developers

The growing interest in the use of digital games for education resulted in the expansion of the field of game-based learning. There have been several research on the perceptions and attitudes of students towards the use of games for learning. These studies have tried to understand what students make of the use of digital games for learning, as it is believed that the views of users and their acceptance of new technologies play a crucial role in ensuring successful outcomes. However, it is unclear whether there is any relationship between experiences, perceptions towards games and gameplay performance in a learning game. Understanding this relationship is important for game developers to effectively design and develop games, and for educators to be able to determine how to best deploy games for educational purposes. This study examines how the experiences and perceptions of engineering students towards digital games for engineering education influence their use and performance in a serious game called CosmiClean. Findings suggest that while students are enthusiastic about digital learning games, there was no relationship between their perceptions of games for learning and their gameplay performance. However, a relationship was found between the game experiences of students and their gameplay performance.

Playful Learning Experiences

2011 ◽  
Vol 3 (3) ◽  
pp. 54-68 ◽  
Author(s):  
Konstantin Mitgutsch
Keyword(s):  
Qualitative Study ◽  
Transformative Learning ◽  
Computer Games ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Digital Games ◽  
Future Research ◽  
Learning Patterns ◽  
Theoretical Assumptions ◽  
Values And Beliefs

Players use digital games as playgrounds for their interests, passions, values, and beliefs. Computer games entertain us, please our needs, challenge our abilities, make us engage with other players, and confront us with novel experiences. Today, video games foster learning, but how players connect their learning through playing games to their biographies is a question yet unanswered. This paper outlines basic theoretical assumptions on playful learning experiences and empirical insights into meaningful learning patterns. On this basis it presents the central results of an innovative qualitative study on playful learning biographies undertaken in 2010, and thereby aims to provide a reflected understanding of how today’s generation experiences deep and meaningful learning in their playful biographies. Furthermore, this paper examines the question on how games foster transformative learning and discusses consequences for educational settings and future research.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Children’s Experiences on Learning the 21st-Century Skills With Digital Games

2019 ◽  
Vol 15 (6) ◽  
pp. 685-706 ◽  
Author(s):  
Juho Kahila ◽  
Teemu Valtonen ◽  
Matti Tedre ◽  
Kati Mäkitalo ◽  
Olli Saarikoski
Keyword(s):  
Learning Outcomes ◽  
21St Century ◽  
21St Century Skills ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Digital Games ◽  
School Sports ◽  
Adult Participants ◽  
Core Subjects ◽  
Physical Abilities

Previous research on learning-related digital games has focused on studying learning outcomes with mostly adult participants. This study explores what children have experienced they have learned by playing digital games, how these learning experiences relate to 21st-century skills, and in which contexts do the children benefit from playing digital games. The data were collected from children’s essays, which were analyzed using qualitative content analysis. Results reveal that children’s learning experiences are often related to 21st-century core subjects and skills, but they also reported improved physical abilities and sports competences from digital games. Children felt that the skills they had gained were beneficial in the contexts of school, sports, and friendships. The results contribute to our understanding of digital games and children by providing children’s perspective on digital games and learning.

The older player of digital games: A classification based on perceived need satisfaction

2014 ◽  
Vol 39 (1) ◽  
Author(s):  
Bob De Schutter ◽  
Steven Malliet
Keyword(s):  
Older Adults ◽  
Video Games ◽  
Qualitative Study ◽  
Digital Games ◽  
Need Satisfaction ◽  
Digital Game ◽  
Game Play ◽  
Perceived Need ◽  
Freedom Fighters ◽  
Larger Sample

AbstractThe current study aims to integrate the findings of previous research on the use of video games by older adults by applying the Uses & Gratifications (U&GT) paradigm (Blumler and Katz, 1974). A qualitative study was performed with 35 participants aged between 50 and 74, who were selected from a larger sample of 213. Based upon their primary playing motives and the gratifications they obtain from digital game play, a classification was developed, resulting in five categories of older adults who actively play games: “time wasters”, “freedom fighters”, “compensators”, “value seekers” and “ludophiles”.

scholarly journals Affect and willingness to communicate in digital game-based learning

ReCALL ◽  
2014 ◽  
Vol 27 (1) ◽  
pp. 38-57 ◽  
Author(s):  
Hayo Reinders ◽  
Sorada Wattana
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Digital Games ◽  
Willingness To Communicate ◽  
Digital Game ◽  
Game Based Learning ◽  
Learning Program ◽  
Barriers To Learning ◽  
Learning And Teaching

AbstractThe possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

Moving digital games for learning forward

2016 ◽  
Vol 24 (1) ◽  
pp. 132-136 ◽  
Author(s):  
Thomas Hainey
Keyword(s):  
Digital Games ◽  
Games For Learning ◽  
Learning Forward

scholarly journals Factors affecting academic self-efficacy and learning experiences of pharmacy students: Insights from a qualitative study in Zambia

2021 ◽  
pp. 133-144
Author(s):  
Aubrey Chichonyi Kalungia ◽  
Micheal Chigunta ◽  
James Sichone ◽  
Bugewa Apampa ◽  
Sarah Marshall ◽  
...  
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Self Efficacy ◽  
Learning Experiences ◽  
Educational Programme ◽  
Pharmacy Students ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Factors Affecting ◽  
Academic Self Efficacy

Background: Factors influencing how pharmacy students learn and experience pharmaceutical education have not been elucidated in Zambia. Aim: To elucidate contextual factors affecting academic self-efficacy and learning experiences among undergraduate pharmacy students at a public university in Zambia. Methods: A qualitative study utilising focus group discussions was conducted at the University of Zambia. Thirty-two undergraduate pharmacy students participated in four focus group discussions. Qualitative data were thematically analysed. Results: Four themes and eight sub-themes emerged from the data. Notional time management, learning style, and motivation; educational programme-related factors such as course load, the pace of teaching; the learning environment; and assessment practices affected undergraduate pharmacy students’ self-efficacy and learning experiences. Conclusion: Addressing the student-related, educational programme-related, and the learning environment factors identified in this study will contribute to the improvement of undergraduate pharmacy students’ learning experiences. This is premised to improve their educational outcomes and future practice of pharmaceutical care.

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