Abstract
In the field of economics education research on the use of games to teach economics the field has focused on student achievement; better retention of course material; higher student motivation; as well as a favourable impression of economics as compared to the traditional ‘chalk and talk’ method. But there has been minimal research that has focused on the mapping out of cognitive and learning processes in economic educational games which would require a more qualitative than not quantitative.This paper takes looks at an innovative way of doing qualitative research, namely Interactive Qualitative Analysis (IQA). We follow the journey from the ontological and epistemological assumptions, through the IQA process and protocols that culminate in the development of a model of ‘how’ and ‘why’ students learn from an educational gaming intervention. This model challenges our notions concerning the roles of involvement, emotions and deeper conceptual understanding in learning.
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