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ERIC Number: EJ1076458
Record Type: Journal
Publication Date: 2015-Jan
Pages: 27
Abstractor: As Provided
Reference Count: 60
ISSN: ISSN-0735-6331
The ICCE Framework: Framing Learning Experiences Afforded by Games
Foster, Aroutis; Shah, Mamta
Journal of Educational Computing Research, v51 n4 p369-395 Jan 2015
There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression (ICCE) framework to examine a mathematics game (Dimension M) to support learners. The study was conducted using mixed-methods with interviews, observations, and pre-post assessments, in addition to analyzing learner experiences using the ICCE framework. Results showed that the twenty 9th-graders in the game-based learning course had statistically significant mathematics gains, but not for motivation. Interpretive results highlighted how ICCE as enacted in the game design supported learners' experiences. 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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A