Expansively Framing Game-Based Learning Through Transitions

• In Event: Learning Sciences Perspectives on Framing, Affect, and Epistemologies

Abstract

This study seeks to contribute to the empirical and conceptual adequacy of a socio-cultural perspective on general consequences of learning. It specifically aims to understand whether and how the social context of learning can be framed to support productive transitions from one problem situation to another. An educational videogame provides a design medium for developing in situ transitions beyond yet about a science education curriculum and organizes a microgenetic investigation of individual and collective participation during an enactment in a fourth grade classroom. Findings illuminate (un)productive engagement in building a system of relations among these complementary situations and consider the value of occasions to re-engage and evolve understanding about familiar situations expansively framed with respect to persons, activities, and settings.

Author

• Steven J. Zuiker, Arizona State University