Supporting Learning as Identity Change Through Augmented Virtual Environments: Case Study Findings

• In Event: 66.030 - Innovations in Virtual Reality and Virtual Worlds

Abstract

This paper illustrates the application Projective Reflection, a theoretical and pedagogical model that frames learning as identity exploration over time, resulting in identity change. PR structured the design of the augmented virtual environment (AVE) Virtual City Planning to promote identity exploration around urban planning careers. The course was implemented in a museum classroom with freshmen high school students. This paper offers one illustrative case study to provide an in-depth look at a student’s identity exploration trajectory over time. Findings reveal how the AVE can flexibly encourage identity exploration based on the individual characteristics and preferences of the student case and offer suggestions to further develop this work.

Authors

• Amanda Barany, Drexel University

• Hamideh Talafian, Drexel University

• Mamta Shah, Drexel University

• Aroutis Nathaniel Foster, Drexel University