Conference proceeding
Virtual Learning Environments for Promoting Self Transformation: Iterative Design and Implementation of Philadelphia Land Science
IMMERSIVE LEARNING RESEARCH NETWORK, v 840, pp 3-22
01 Jan 2018
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
The objective of this design-based research study was to develop, implement and refine Philadelphia Land Science (PLS), an interactive web-based experience designed to support learning framed as identity exploration over time, leading to identity change around environmental science and urban planning careers. PLS was developed using Projective Reflection (PR) and tested with high school students at a science museum in Philadelphia as part of a larger on-going study funded by the National Science Foundation (Foster 2014). Projective Reflection (PR) frames learning as identity exploration and change to inform the design of games and game-based learning curricula to facilitate intentional change in learners' (a) knowledge, (b) interest and valuing, (c) self-organization and self-control, and d) self-perceptions and self-definitions in academic domains/careers. Change is tracked from a learner's initial current self, through exploration of possible selves (measured repeatedly), to a learner's new self at a desired specific end-point (Shah et al. 2017). PLS was constructed through the modification of the virtual internship Land Science, and capitalized on the strengths of its design features, which were informed by the Epistemic Frames Theory (Shaffer 2006). The paper introduces two iterations of PLS and concludes with implications for design and implementation of games for facilitating identity change. Implications are discussed for advancing research on learning and identity in immersive virtual environments.
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Details
- Title
- Virtual Learning Environments for Promoting Self Transformation: Iterative Design and Implementation of Philadelphia Land Science
- Creators
- Aroutis Foster - Drexel UniversityMamta Shah - Drexel UniversityAmanda Barany - Drexel UniversityMark Eugene Petrovich - Drexel UniversityJessica Cellitti - Drexel UniversityMigela Duka - Drexel UniversityZachari Swiecki - University of Wisconsin–MadisonAmanda Siebart-Evenstone - University of Wisconsin–MadisonHannah Kinley - University of Wisconsin–MadisonPeter Quigley - University of Wisconsin–MadisonDavid Williamson Shaffer - University of Wisconsin–Madison
- Contributors
- D Beck (Editor)C Allison (Editor)L Morgado (Editor)J Pirker (Editor)A PenaRios (Editor)T Ogle (Editor)J Richter (Editor)C Gutl (Editor)
- Publication Details
- IMMERSIVE LEARNING RESEARCH NETWORK, v 840, pp 3-22
- Series
- Communications in Computer and Information Science
- Publisher
- Springer Nature
- Number of pages
- 20
- Grant note
- Wisconsin Alumni Research Foundation 1350707 / National Science Foundation CAREER Award; National Science Foundation (NSF) MacArthur Foundation Office of the Vice Chancellor for Research and Graduate Education at the University of Wisconsin-Madison DRL-0918409; DRL-0946372; DRL-1247262; DRL-1418288; DUE-0919347; DUE-1225885; EEC-1232656; EEC-1340402; REC-0347000 / National Science Foundation; National Science Foundation (NSF) Spencer Foundation
- Resource Type
- Conference proceeding
- Language
- English
- Academic Unit
- School of Education; Cinema and Television
- Web of Science ID
- WOS:000694942000001
- Scopus ID
- 2-s2.0-85049104825
- Other Identifier
- 991019168067404721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Computer Science, Information Systems
- Computer Science, Theory & Methods
- Education, Scientific Disciplines