Abstract

This research project applied Projective Reflection (PR) as a theoretical and methodological framework to facilitate learning as identity exploration. PR was used to iteratively design and implement three versions of Virtual City Planning, an augmenting virtual learning environment (AVLE) course in a science museum classroom to support high school students’ exploration of role-possible selves in STEM. In-game and in-class, student data were examined using Quantitative Ethnography (QE) to interpret unique trajectories of student identity exploration. This article reports two cases which supports integrated shifts in students’ knowledge, interest and valuing, self-organization and self-control, and self-perceptions and self-definitions in the first iteration of the 9-week AVLE course. The article concludes with future directions to advance research on learning and identity in VLEs.

摘要

该研究项目将投射反射（PR）作为一种理论和方法框架，以促进学习作为身份探索。PR用于迭代设计和实施三个版本的Virtual City Planning，这是一个在科学博物馆教室中进行的增强型虚拟学习环境（AVLE）课程，以支持高中生探索STEM中可能扮演的角色。在游戏中和课堂上，使用定量民族志（QE）对学生数据进行了检查，以解释学生身份探索的独特轨迹。本文报告了两个案例，这些案例支持在9周的AVLE课程的第一次迭代中学生的知识，兴趣和价值，自我组织和自我控制以及自我知觉和自我定义的综合转变。本文总结了未来的方向，以推动有关VLE中学习和身份的研究。