Exploring Structured Self-Reflection and Expertise in a Playful Learning Experience

• In Event: Marriott Roundtable Session Six
  In Roundtable Session: Learner-Driven Experiences in Informal Learning Environments (Table 2)

Abstract

This paper presents a preliminary study in which self-reflection was researched through a playful learning experience. By playing a turn-based card game and watching gameplay recording, the participants’ self-reflection was explored via a semi-structured interview. This study found participants playing with a structured self-reflection model were able to build consistent strategies, focus more on mechanisms, and make more rational decisions. Besides, expertise also helped with self-reflection production by assisting the participants to rebuild their mental states.

Author

• Yilang Zhao, University of Tennessee
  Presenting Author