Exploring the learning potential of online gaming communities: An application of the Game Communities of Inquiry Scale

Abstract

Online gaming is becoming increasingly social and interconnected. Millions of players learn from each other in game-related communities on platforms like Reddit and Twitch.tv. However, few studies have been conducted to examine socially constructed learning in such environments. The purpose of this study was to explore learning in game-related communities using the Game Community of Inquiry Scale (GCoIS). GCoIS is a validated instrument inspired by the community of inquiry framework and developed for measuring constructed learning in these outlets. Over 1000 participants completed an online questionnaire that included the GCoIS and additional variables (e.g. demographics, gaming habits, and gaming metacognition) for measuring possible associations. Results pointed to gender, age, online participation, and metacognition about gaming as significant predictors of GCoIS. Findings suggest that gaming communities can serve as opportunities for meaningful learning when novice members are welcomed and assisted by experts and support is given to older and female gamers.

Playing is just the beginning: Social learning dynamics in game communities of inquiry

“…In addition, the ability of a community to be open and inclusive is a key factor in fostering cognitive processes. This highlight matches previous funding related to these groups and their main attitudes (Gandolfi et al, 2021). Finally, age, gender, ethnicity, and type of platform were not predictors of CC, suggesting that these communities may be more inclusive than what other studies have suggested (e.g., Euteneuer, 2019; Yen et al, 2020).…”

“…However, there are also opportunities for individuals to bond with and learn from each other. Indeed, preliminary evidence shows that game outlets can be proactive environments where community and educational instances may take place (Gandolfi et al, 2021; Pearce, 2011). Moreover, online gaming and related social engagement have been related to positive and inclusive learning experiences (Jung, 2020a; Squire, 2010), where problem solving and critical thinking are promoted in a shared environment (Hau & Kim, 2011).…”

“…Second, there is evidence that the more players participate in these environments and are aware of related benefits, the more likely they are receptive toward possible learning instances (Jung, 2020a(Jung, , 2020b. Third, Gandolfi et al (2021) have highlighted how supporting and open communities facilitate education among their members: game communities with higher GCoIS social receptiveness seem to be better suited to stimulate their members. These aspects are therefore important considering that the four behavioural and cognitive processes reported above (Bandura, 1977) are influenced by the subject's background and context of experience.…”

“…Hypothesis 4. GCOIS social perceptiveness is a positive predictor of the CC (e.g., Gandolfi et al, 2021). Research Question 5: is CC correlated with the awareness of social learning behavioural and cognitive processes?…”

Uso De Twitch en La Educación en Áreas Empresariales Y en Informática

“…Ello se debe a los cambios en los procesos de educación, que requieren cada vez procesos más dinámicos de interacción entre los participantes en el proceso, aspectos vitales para promover la generación de nuevo conocimiento y una mejor motivación, y que se instrumentan además en procesos de aprendizaje continuo y autodirigido para toda la vida, que tienen cada vez más cabida y relevancia en el campo educativo (Garrigós et al, 2019;Montesa et al, 2014) Dadas estas potencialidades, el uso y potencial de Twitch en educación ha sido explorado en la literatura por autores como Payne et al, (2017Payne et al, ( , 2019 o Pirke et al (2021). A ello deberíamos añadir la relevancia de esta red para mejorar la investigación (Carradore y Carrera, 2019), desarrollar, actualizar y promover el aprendizaje de profesores , incrementar y elevar el aprendizaje autodirigido (Blaschke, 2012), como instrumento complementario del aprendizaje invertido o Flipped learning (Pozo-Sánchez et al (2021), como herramienta para aumentar la accesibilidad en la educación y eliminar las barreras de personas con discapacidad (Johnson (2019), para la obtención y generación de contenidos por y para los alumnos Sjoblom et al (2017), para la mejora del aprendizaje del alumno Llorente et al (2015;Gandolfi et al 2021), tanto directamente como a través de la mejora de su motivación Sjoblom et al (2017), Hilvert-Bruce et al (2018), Chou y Lu (2021), o para el desarrollo la mejora del aprendizaje continuo y autodirigido para toda la vida Staudt Willet, y Carpenter, J. P. (2021) .…”