Knew Me and New Me: Facilitating Student Identity Exploration and Learning through Game Integration
Aroutis Foster and
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Aroutis Foster: Drexel University, Philadelphia, PA, USA
Mamta Shah: Drexel University, Philadelphia, PA, USA
International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 2016, vol. 8, issue 3, 39-58
This paper reports a mixed-methods study supporting twenty 9th grade students' mathematics knowledge, motivation, and identity change through projective reflection using Game Network Analysis (GaNA). GaNA is an ecological game-based learning framework that was conceptualized for facilitating teachers in selecting and using games. Projective reflection is an identity change process catalyzed by digital game play and facilitated by reflection and discussion activities focused within a domain. From September-December 2010, a game, Dimension M was used to facilitate students' in gameplay to construct mathematics knowledge, motivation to learn, and identity change. Data sources included interviews, in-class participant and video observations, and pre-post assessments. Students had statistically significant gains in mathematics. Students engaged in identity exploration activities that allowed them to value mathematics. The implications of projective reflection and GaNA are discussed. Further studies are needed for scaling and replicating the use of projective reflection.
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jgcms0:v:8:y:2016:i:3:p:39-58
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