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Affordances of Games for Identity Exploration: The case of Land Science PROCEEDING

, , Drexel University, United States

Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence, action possibilities, and interest/valuing in an intentional manner. Analysis of the game and existing logged data for high school participants indicated that LS met its intended design goals of supporting students’ knowledge gain for urban science and scientific modeling. Identity exploration was partially met as having content knowledge; however, the criteria for identity exploration and change as defined by the DSMRI model were not met. This may suggest why it was not clear whether participants valued the experience and the content as personally significant to their future goals. Implications are discussed for advancing knowledge in the field about educational gaming for changing students' science identities.

Citation

Foster, A. & Shah, M. (2016). Affordances of Games for Identity Exploration: The case of Land Science. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2016-2023). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 19, 2018 from .