The Gaming Involvement and Informal Learning Framework

Iacovides, Ioanna; McAndrew, Patrick; Scanlon, Eileen; Aczel, James

doi:10.1177/1046878114554191

Cited by 29 publications

(22 citation statements)

References 27 publications

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“…Rotman et al [2012] found that volunteers' initial interests in environmental projects stemmed from factors such as personal curiosity and previous engagement in citizen science; while ongoing participation was affected by factors such as recognition, attribution, feedback, community involvement and advocacy. Iacovides et al [2014] found similar results in their study with Foldit and Eyewire volunteers: motives for joining a project included having an interest in science and being pro-citizen science; while sustained engagement was influenced by factors such as recognition, gaming elements, and team-play.…”

Section: Motivationssupporting

confidence: 63%

Motivations, learning and creativity in online citizen science

Jennett¹,

Kloetzer²,

Schneider³

et al. 2016

JCOM

Self Cite

135

109

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Online citizen science projects have demonstrated their usefulness for research, however little is known about the potential benefits for volunteers. We conducted 39 interviews (28 volunteers, 11 researchers) to gain a greater understanding of volunteers' motivations, learning and creativity (MLC). In our MLC model we explain that participating and progressing in a project community provides volunteers with many indirect opportunities for learning and creativity. The more aspects that volunteers are involved in, the more likely they are to sustain their participation in the project. These results have implications for the design and management of online citizen science projects. It is important to provide users with tools to communicate in order to supporting social learning, community building and sharing. AbstractCitizen science; Informal learning; Public engagement with science and technology Keywords

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Section: Motivationssupporting

confidence: 63%

Motivations, learning and creativity in online citizen science

Jennett¹,

Kloetzer²,

Schneider³

et al. 2016

JCOM

Self Cite

135

109

View full text Add to dashboard Cite

show abstract

“…While the majority of participants engaged with the playtesting and noted positives as well as negatives regarding the different games, one participant in particular struggled with the process: This exchange highlights the fact that engagement normally starts off as a choice [4], and is influenced by multiple micro and macro level factors [12]. Regardless of subject matter, for those that expect to engage in more lightweight and familiar forms of gameplay and who aren't willing to revise their initial expectations, serious experiences will not lead to engagement, let alone further reflection.…”

Section: Limitationsmentioning

confidence: 99%

Moving Beyond Fun

Iacovides

Cox

2015

Proceedings of the 33rd Annual ACM Conference on Human Factors in Computing Systems

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Games are normally considered to be "fun", though recently there is growing interest in how gameplay can promote empathy and encourage reflection through "serious experience". However, when looking beyond enjoyment, it is not clear how to actually evaluate serious experience. We present an evaluation of four games that were submitted to a student game design competition; the competition challenged teams to design a game that inspired curiosity around human error and blame culture within the context of healthcare. The entries were judged by a panel of six experts and subjected to a round of play testing by twelve participants. Methods included gameplay observation, questionnaires, post-play interviews and follow-up email questions. We discuss the utility of these methods, with particular emphasis on how they enabled a consideration of the immediate and longer term impact of serious experience on players.

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“…While engagement may have been influenced by how players identified as gamers [23], this was not something that seemed to come out of the focus groups. However, future research could be carried out to explicitly focus on the influence of prior gaming experience on engagement and learning within a SCG.…”

Section: Limitations and Future Workmentioning

confidence: 99%

Understanding Engagement within the Context of a Safety Critical Game

Hart

Iacovides

Adams

et al. 2017

Proceedings of the Annual Symposium on Computer-Human Interaction in Play

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One of the most frequent arguments for deploying serious games is that they provide an engaging format for student learning. However, engagement is often equated with enjoyment, which may not be the most relevant conceptualization in safety-critical settings, such as law enforcement and healthcare. In these contexts, the term 'serious' does not only relate to the non-entertainment purpose of the game but also the environment simulated by the game. In addition, a lack of engagement in a safetycritical training setting can have serious ethical implications, leading to significant real-world impacts. However, evaluations of safety-critical games (SCGs) rarely provide an in-depth consideration of player experience. Thus, in relation to simulation game-based training, we are left without a clear understanding of what sort of experience players are having, what factors influence their engagement and how their engagement relates to learning. In order to address these issues, this paper reports on the mixed-method evaluation of a SCG that was developed to support police training. The findings indicate that engagement is supported by the experience situational relevance, due to the player's experience of real-world authenticity, targeted feedback mechanisms and learning challenges.

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The Gaming Involvement and Informal Learning Framework

Cited by 29 publications

References 27 publications

Motivations, learning and creativity in online citizen science

Motivations, learning and creativity in online citizen science

Moving Beyond Fun

Understanding Engagement within the Context of a Safety Critical Game

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