Underlying Theories

This page provides brief descriptions and visuals of underlying DGBL frameworks researched in this course and the assessments and research we engaged with during this course. These frameworks are used to help with the identified problem of this project and the path towards our original framework and the final chosen solution.

Underlying Theory Framework Source 1:

This source from the department of Applied Informatics at the University of Macedonia in Greece, provided a number of existing DGBL frameworks (Malliarakis, Satratzemi, & Xinogalos, 2014, p. 281). Several frameworks are examined and considered for inspiration of our original framework including those presented below.

The Four-Dimensional Framework:

In this framework, each game is characterized by a specific context that will guide the scenarios as well as the ways students and teachers will interact with its features. During the context’s establishment, one must define characteristics such as required infrastructure, technical specifications, location of usage, type of game (e.g. role playing, multiplayer etc), activities to be performed (Malliarakis, Satratzemi, & Xinogalos, 2014, p. 283). The context of the gaming environment in this framework had influence over the challenges of competitiveness that showed up in our final original framework.

The Conceptual Framework:

This framework includes all characteristics that aim to increase motivational and participatory learning. This includes scaffolding (assistance given to the students when needed), interaction (types of engagement), feedback (required by the game towards the student and vice versa), learner control and sequence (level in which students can navigate across the virtual world based on assigned activities or on their own without any guidance), and incremental learning (Malliarakis, Satratzemi, & Xinogalos, 2014, p. 284). The scaffolding and hierarchical concepts in this framework had influence on aspects of developing the original framework. In addition the influence of UML diagram styles (see in our original framework) are seen in the image below:

The Design, Play, and Experience Framework:

This framework attempts to depict the relationships between the designer and the player and explicitly demonstrate the concepts that correspond to each layer that is designed depending on the phase and user type (Malliarakis, Satratzemi, & Xinogalos, 2014, p. 285). The concepts of "relationships" seen in this framework influenced that aspect of our original framework.

Underlying Theory Framework Source 2:

The second source of inspiration for our original framework did not come from DGBL specifically, but instead from a of generalized learning framework originally designed for students with special needs. As the father of a special needs child myself (Lawrence), I know these frameworks can have a much broader usage to include all learners. The framework that inspired this was the Universal Design For Learning (UDL) framework. This framework has tiers which include all learners:

Level 1: The majority of students
Level 2: Students with similar needs
Level 3: Individual accommodation
Level 4: Personal assistant

This framework had influence over the pyramid or triangle visual of our final framework design (UDL & the Continuum of Supports. 2021).

Other interpretations of the UDL framework include the pyramid or triangle system of tiers. This form of an infographic had a lot of influence on the original framework's final design. Also know as Response to Intervention (RTI), the UDL model is characterized as a tiered approach to identification and intervention as a method of instruction. Specifically, defined as “a systematic approach to providing high-quality, evidence-based assessment and instruction and appropriate interventions that respond to students’ individual needs" (Robinson, 2016). As seen in our final original framework the influence of this framework allows for Jenna's surrogate framework solution to incorporate a tiered system for increased inclusion.

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