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Design-Based Research Iterations of a Virtual Learning Environment for Identity Exploration
Conference proceeding

Design-Based Research Iterations of a Virtual Learning Environment for Identity Exploration

Amanda Barany, Aroutis Foster and Mamta Shah
2020 6th International Conference of the Immersive Learning Research Network (iLRN)
Jun 2020
DOI: https://doi.org/10.23919/iLRN47897.2020.9155101

Abstract

Collaboration design-based research Distributed Bragg reflectors Education Engineering profession environmental science Games identity exploration Reflection Urban planning virtual learning environments
This paper reports the iterative design-based research and implementation of Virtual Ci 1 ity Planning, a course that leveraged a virtual learning environment (VLE) and supportive classroom curricula to encourage students' exploration of environmental science and urban planning identities. Iterative course design and assessment was informed by Projective Reflection - a theoretical and methodological framework that conceptualizes learning as a role-specific process of identity exploration over time. This work describes the cyclical process of contextual analysis, design and implementation, and efficacy evaluation across three sessions of Virtual City Planning, which were implemented in a science museum with 57 high school students. The design case demonstrates how each session was modified to adapt to contextual needs and encourage deeper and more integrated processes of identity exploration as defined by Projective Reflection. The work concludes with lessons learned for future research on identity exploration in VLEs.

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4 citations in Scopus

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