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Examining Game Design Features for Identity Exploration and Change

, , Drexel University, United States

JCMST Volume 35, Number 4, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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). Examining Game Design Features for Identity Exploration and Change. Journal of Computers in Mathematics and Science Teaching, 35(4), 369-384. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 16, 2018 from .

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References

  1. Foster, A. (2014). CAreer: Projective reflection: Learning as identity exploration within games for science. Drexel university: national science Foundation. Foster, A.N., Mishra, P., & Koehler, M. (2012). Digital game analysis: using the technological Pedagogical Content Knowledge framework to determine
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Cited By

  1. Promoting Teachers’ Identity Exploration: The Way Forward in Teacher Education for Game-Based Learning

    Mamta Shah & Aroutis Foster, Drexel University, United States

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 486–494

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