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

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

Mamta Shah, Aroutis Foster
Copyright: © 2014 |Volume: 5 |Issue: 2 |Pages: 14
ISSN: 1947-8518|EISSN: 1947-8526|EISBN13: 9781466657298|DOI: 10.4018/ijvple.2014040101
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MLA

Shah, Mamta, and Aroutis Foster. "The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games." IJVPLE vol.5, no.2 2014: pp.1-14. http://doi.org/10.4018/ijvple.2014040101

APA

Shah, M. & Foster, A. (2014). The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games. International Journal of Virtual and Personal Learning Environments (IJVPLE), 5(2), 1-14. http://doi.org/10.4018/ijvple.2014040101

Chicago

Shah, Mamta, and Aroutis Foster. "The Inquiry, Communication, Construction and Expression (ICCE) Framework for Understanding Learning Experiences in Games," International Journal of Virtual and Personal Learning Environments (IJVPLE) 5, no.2: 1-14. http://doi.org/10.4018/ijvple.2014040101

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Abstract

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.

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