Using Projective Reflection as an Analytical Lens for Exploring Identity Change in Science Games

• In Event: 44.045 - Immersive Virtual Environments for Science Education

Abstract

This study explored the extent to which three games - Land Science, River City, and Ecomuve - afforded opportunities for identity change as defined by the Projective Reflection (PR) theoretical framework. PR served as a theoretical lens for analyzing existing logged and intact data for players in each of the three game contexts. Preliminary analyses demonstrated examples of students' developing content knowledge, confidence, and self-perceptions. Overall, the games did not afford opportunities for learners to explore science identities, set personal goals within the learning environment, or recognize the personal relevance of game experiences. Implications are discussed for advancing knowledge in the field about educational gaming for changing student identities.

Authors

• Aroutis Nathaniel Foster, Drexel University

• Amanda Barany, Drexel University

• Mamta Shah, Drexel University