Designing Philadelphia land science as a game to promote identity exploration

Amanda Barany; Mamta Shah; Jessica Cellitti; Migela Duka; Zachari Swiecki; Amanda Evenstone; Hannah Kinley; Peter Quigley; David Williamson Shaffer; Aroutis Foster

Designing Philadelphia land science as a game to promote identity exploration

Amanda Barany, Mamta Shah, Jessica Cellitti, Migela Duka, Zachari Swiecki, Amanda Evenstone, Hannah Kinley, Peter Quigley, David Williamson Shaffer, Aroutis Foster

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research

1 Citation (Scopus)

Abstract

Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the person's possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on Philadelphia Land Science, an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals.

Original language	English
Title of host publication	14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017)
Subtitle of host publication	Cognition and Exploratory Learning in Digital Age
Editors	Demetrios G. Sampson, Dirk Ifenthaler, J. Michael Spector, Pedro Isaias
Place of Publication	Lisbon Portugal
Publisher	IADIS Press
Pages	291-296
Number of pages	6
ISBN (Electronic)	9789898533685, 9781510853201
Publication status	Published - 2018
Externally published	Yes
Event	International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017 - Vilamoura, Algarve, Portugal Duration: 18 Oct 2017 → 20 Oct 2017 Conference number: 14th http://celda-conf.org/oldconferences/2017/ (Website)

Publication series

Name	14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017

Conference

Conference	International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017
Abbreviated title	CELDA 2017
Country/Territory	Portugal
City	Vilamoura, Algarve
Period	18/10/17 → 20/10/17
Internet address	http://celda-conf.org/oldconferences/2017/ (Website)

Keywords

Game Design
Game-Based Learning
Identity Change
Identity Exploration
Projective Reflection
STEM

Access to Document

330069937-oaFinal published version, 1.24 MB

https://files.eric.ed.gov/fulltext/ED579497.pdf

Cite this

Barany, A., Shah, M., Cellitti, J., Duka, M., Swiecki, Z., Evenstone, A., Kinley, H., Quigley, P., Shaffer, D. W., & Foster, A. (2018). Designing Philadelphia land science as a game to promote identity exploration. In D. G. Sampson, D. Ifenthaler, J. M. Spector, & P. Isaias (Eds.), 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017): Cognition and Exploratory Learning in Digital Age (pp. 291-296). (14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017). IADIS Press. https://files.eric.ed.gov/fulltext/ED579497.pdf

Barany, Amanda ; Shah, Mamta ; Cellitti, Jessica et al. / Designing Philadelphia land science as a game to promote identity exploration. 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017): Cognition and Exploratory Learning in Digital Age. editor / Demetrios G. Sampson ; Dirk Ifenthaler ; J. Michael Spector ; Pedro Isaias. Lisbon Portugal : IADIS Press, 2018. pp. 291-296 (14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017).

@inproceedings{2f00252d93384a2d91bd00bd4df7135e,

title = "Designing Philadelphia land science as a game to promote identity exploration",

abstract = "Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the person's possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on Philadelphia Land Science, an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals.",

keywords = "Game Design, Game-Based Learning, Identity Change, Identity Exploration, Projective Reflection, STEM",

author = "Amanda Barany and Mamta Shah and Jessica Cellitti and Migela Duka and Zachari Swiecki and Amanda Evenstone and Hannah Kinley and Peter Quigley and Shaffer, {David Williamson} and Aroutis Foster",

year = "2018",

language = "English",

series = "14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017",

publisher = "IADIS Press",

pages = "291--296",

editor = "Sampson, {Demetrios G.} and Dirk Ifenthaler and Spector, {J. Michael} and Pedro Isaias",

booktitle = "14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017)",

address = "Portugal",

note = "International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017, CELDA 2017 ; Conference date: 18-10-2017 Through 20-10-2017",

url = "http://celda-conf.org/oldconferences/2017/",

}

Barany, A, Shah, M, Cellitti, J, Duka, M, Swiecki, Z, Evenstone, A, Kinley, H, Quigley, P, Shaffer, DW & Foster, A 2018, Designing Philadelphia land science as a game to promote identity exploration. in DG Sampson, D Ifenthaler, JM Spector & P Isaias (eds), 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017): Cognition and Exploratory Learning in Digital Age. 14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017, IADIS Press, Lisbon Portugal, pp. 291-296, International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017, Vilamoura, Algarve, Portugal, 18/10/17. <https://files.eric.ed.gov/fulltext/ED579497.pdf>

Designing Philadelphia land science as a game to promote identity exploration. / Barany, Amanda; Shah, Mamta; Cellitti, Jessica et al.
14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017): Cognition and Exploratory Learning in Digital Age. ed. / Demetrios G. Sampson; Dirk Ifenthaler; J. Michael Spector; Pedro Isaias. Lisbon Portugal: IADIS Press, 2018. p. 291-296 (14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research

TY - GEN

T1 - Designing Philadelphia land science as a game to promote identity exploration

AU - Barany, Amanda

AU - Shah, Mamta

AU - Cellitti, Jessica

AU - Duka, Migela

AU - Swiecki, Zachari

AU - Evenstone, Amanda

AU - Kinley, Hannah

AU - Quigley, Peter

AU - Shaffer, David Williamson

AU - Foster, Aroutis

N1 - Conference code: 14th

PY - 2018

Y1 - 2018

N2 - Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the person's possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on Philadelphia Land Science, an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals.

AB - Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the person's possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on Philadelphia Land Science, an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals.

KW - Game Design

KW - Game-Based Learning

KW - Identity Change

KW - Identity Exploration

KW - Projective Reflection

KW - STEM

UR - http://www.scopus.com/inward/record.url?scp=85055975921&partnerID=8YFLogxK

M3 - Conference Paper

AN - SCOPUS:85055975921

T3 - 14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017

SP - 291

EP - 296

BT - 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017)

A2 - Sampson, Demetrios G.

A2 - Ifenthaler, Dirk

A2 - Spector, J. Michael

A2 - Isaias, Pedro

PB - IADIS Press

CY - Lisbon Portugal

T2 - International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) 2017

Y2 - 18 October 2017 through 20 October 2017

ER -

Barany A, Shah M, Cellitti J, Duka M, Swiecki Z, Evenstone A et al. Designing Philadelphia land science as a game to promote identity exploration. In Sampson DG, Ifenthaler D, Spector JM, Isaias P, editors, 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017): Cognition and Exploratory Learning in Digital Age. Lisbon Portugal: IADIS Press. 2018. p. 291-296. (14th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2017).

Designing Philadelphia land science as a game to promote identity exploration

Abstract

Publication series

Conference

Keywords

Access to Document

Other files and links

Cite this