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Title:
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DESIGNING PHILADELPHIA LAND SCIENCE AS A GAME TO PROMOTE IDENTITY EXPLORATION |
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Author(s):
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Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer and Aroutis Foster |
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ISBN:
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978-989-8533-68-5 |
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Editors:
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Demetrios G. Sampson, J. Michael Spector, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2017 |
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Edition:
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Single |
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Keywords:
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Projective Reflection, STEM, Game-Based Learning, Game Design, Identity Exploration, Identity Change |
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Type:
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Short Paper |
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First Page:
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291 |
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Last Page:
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296 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the persons possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on Philadelphia Land Science, an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals. |
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