Ludoepistemic Consonance in Preservice Social Studies Teachers’ (Re)Design of Monopoly as a Classroom Simulation

• In Event: Friday Roundtable Session 4:55 pm
  In Roundtable Session: Promising Practices in Social Studies Teaching and Learning (Table 20)

Abstract

We explored how 12 pre-service social studies teachers went about (re)designing Monopoly to serve as a simulation of the Great Depression for a secondary history course. We use data relevant to participants’ content knowledge, gaming experience, and design experience to help explain major differences between two groups we use as contrasting cases. Team 1 held the lowest scores on the three constructs and limited their (re)design to simply reskinning, or re-theming the game. Team 2 held the highest scores and engaged in what we call ludoepistemic consonance. Results suggest greater content knowledge, gaming experience, and design experience correlate with stronger simulation designs.

Authors

• Taylor M. Kessner, University of Texas - Arlington

• Jeremy Bernier, Clemson University

• Jess L. Root-Williams, University of Texas - Arlington

• Elisabeth R. Gee, Arizona State University