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This book provides education scholars insight into current theoretical and methodological approaches to conceptualize, facilitate, and examine learning and identity in virtual learning environments such as games and simulations.
Sommario
Citation InformationNotes on ContributorsIntroduction: Framing and Studying Learning and Identity in Virtual Learning Environments
Aroutis Foster and Mamta ShahPART I. Learning, Instruction, and Cognition1. Influences of Game Design and Context on Learners' Trying on Moral Identities
Spencer P. Greenhalgh2. Assessing Science Identity Exploration in Immersive Virtual Environments: A Mixed Methods Approach
Joseph M. Reilly, Eileen McGivney, Chris Dede and Tina Grotzer3. Spaces of Rebellion: the Use of Multi-user Virtual Environments in the Development of Learner Epistemic Identity
Michael Glassman, Irina Kuznetcova, Tzu-Jung Lin, Shantanu Tilak, Qiannan Wang and Amanda Walling4. Successful Learning Environments Support and Harness Students' Identity-based Motivation: A Primer
Daphna Oyserman and Andrew DawsonPART II. Motivation and Social Processes5. Context, Community, and the Individual: Modeling Identity in a Game Affinity Space
Amanda Barany and Aroutis FosterPART III. Measurement, Statistics, and Research Design6. Facilitating and Interpreting High School Students' Identity Exploration Trajectories in STEM
Mamta Shah, Aroutis Foster, Hamideh Talafian, Amanda Barany and Mark E. Petrovich Jr.PART IV. Commentary on Virtual Learning Environments: Unveiling Learning and Identity7. Operationalizing Identity - Studying Changing Selves in Experimental Learning Environments
David Williamson ShafferIndex
Info autore
Aroutis Foster, PhD, is the Interim Dean, Professor of Learning Sciences and Technologies, and Director of the Games and Learning in Interactive Environments (GLIDE) Lab at Drexel University of School of Education. His research interests include games and learning, identity exploration, STEM education, and quantitative ethnography. He founded the Drexel Learning Games Network and serves on the boards of several journals and organizations related to technology and learning.
Mamta Shah, PhD is a Senior Learning Scientist at Elsevier. She is also an instructor at the University of Pennsylvania Graduate School of Education, a Faculty Fellow at the Penn Center for Learning Analytics, and a member of the Board of Directors at The Miquon School.
