Conceptual play spaces and the quest atlantis project

Sasha Barab, Adam Ingram-Goble, Melissa Gresalfi, Anna Arici Barab, Sinem Siyahhan, Tyler Dodge, Ken Hay

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

In this presentation we overview our theory and design work around conceptual play spaces. Conceptual play is a state of engagement that involves (a) projection into the role of a character who, (b) engaged in a partly fantastical problem context, (c) must apply conceptual understandings to make sense of and, ultimately, transform the context. Additionally, a conceptual play space designed to support learning should (d) provide opportunities to examine one's participation in terms of the impact it had on the immersive context. Four core presentations will be offered, each demonstrating how the notion of conceptual play has been taken up in particular curricular instantiations through the platform of Quest Atlantis. Quest Atlantis is a learning and teaching project that uses a 3D multi-user environment to immerse children, ages 9-12, in educational tasks.

Original languageEnglish (US)
Title of host publicationComputer-Supported Collaborative Learning Conference, CSCL
Pages190-197
Number of pages8
EditionPART 3
StatePublished - 2008
Externally publishedYes
EventInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008 - Utrecht, Netherlands
Duration: Jun 23 2008Jun 28 2008

Other

OtherInternational Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008
CountryNetherlands
CityUtrecht
Period6/23/086/28/08

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ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

Cite this

Barab, S., Ingram-Goble, A., Gresalfi, M., Arici Barab, A., Siyahhan, S., Dodge, T., & Hay, K. (2008). Conceptual play spaces and the quest atlantis project. In Computer-Supported Collaborative Learning Conference, CSCL (PART 3 ed., pp. 190-197)