A Longitudinal Case Study of Learning as Identity Exploration

• In Event: AERA Poster Session 6
  In Poster Session: Motivation and Self-Regulation in Technology-Based Environments

Abstract

This paper illustrates the application of Projective Reflection, a theoretical and methodological framework that operationalizes learning as identity exploration over time in digital and non-digital play-based environments. Projective Reflection informed the design and implementation of Virtual City Planning, a course designed to promote exploration of urban planning and environmental science career identities. This paper presents a longitudinal trajectory of learning as identity change in a student that participated in Virtual City Planning iteration 1 (digital and nondigital play-based course) and iteration 3 (nondigital only). Findings offer a unique examination of identity exploration across a longer period (9 months) and more designed experiences. The work concludes with insights into how long-term participation may support increasingly specific and integrated identity exploration processes.

Authors

• Amanda Barany, Drexel University

• Mamta Shah, Elsevier

• Hamideh Talafian, University of Illinois at Urbana-Champaign

• Aroutis Nathaniel Foster, Drexel University