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THE ICCE FRAMEWORK: FRAMING LEARNING EXPERIENCES AFFORDED BY GAMES
Journal article   Peer reviewed

THE ICCE FRAMEWORK: FRAMING LEARNING EXPERIENCES AFFORDED BY GAMES

Aroutis Foster and Mamta Shah
Journal of educational computing research, v 51(4), pp 369-395
01 Jan 2015
DOI: https://doi.org/10.2190/EC.51.4.a
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Education & Educational Research Social Sciences
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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17 Record Views
10 citations in Web of Science
14 citations in Scopus

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UN Sustainable Development Goals (SDGs)

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#4 Quality Education

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Web of Science research areas
Education & Educational Research
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