Designing for the epistemological entailments of physics through game-centered dialogical activity cycles

Steven Zuiker, Katherine Anderson, Judy Lai Har Lee, Yam San Chee

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

3 Citations (Scopus)

Abstract

This study examines a secondary-level science curriculum centered on a multi-user, "serious game" called Escape from Centauri 7. The game engine depicts qualitative physics phenomena via dynamics tied to player actions. Players progressively engage the epistemological entailments of charged particles through new phenomena they encounter as the game unfolds. We engineered discretely bounded gaming episodes to arrange transitions between game play, small group, and whole class discussions. Together, these elements of game play and discussion constitute recurring, game-centered dialogic activity cycles. Through this design, we investigate how gaming fosters intuitive physics understandings, how activity structures and materials engage learners and enlist gaming experiences in discussion, and how both game play and discussion shape subsequent participation. Analyses of trajectories of participation in and across cycles underscore the plausibility of this approach while also illuminating emerging tensions that we discuss in terms of epistemic reflexivity.

Original languageEnglish (US)
Title of host publicationComputer-Supported Collaborative Learning Conference, CSCL
Pages516-523
Number of pages8
EditionPART 2
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

Fingerprint

physics
Physics
Charged particles
Curricula
Trajectories
Engines
activity structure
participation
reflexivity
small group
curriculum
science
experience
Serious games

ASJC Scopus subject areas

  • Human-Computer Interaction
  • Education

Cite this

Zuiker, S., Anderson, K., Lee, J. L. H., & Chee, Y. S. (2008). Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. In Computer-Supported Collaborative Learning Conference, CSCL (PART 2 ed., pp. 516-523)

Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. / Zuiker, Steven; Anderson, Katherine; Lee, Judy Lai Har; Chee, Yam San.

Computer-Supported Collaborative Learning Conference, CSCL. PART 2. ed. 2008. p. 516-523.

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

Zuiker, S, Anderson, K, Lee, JLH & Chee, YS 2008, Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. in Computer-Supported Collaborative Learning Conference, CSCL. PART 2 edn, pp. 516-523, International Perspectives in the Learning Sciences: Cre8ing a Learning World - 8th International Conference for the Learning Sciences, ICLS 2008, Utrecht, Netherlands, 6/23/08.
Zuiker S, Anderson K, Lee JLH, Chee YS. Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. In Computer-Supported Collaborative Learning Conference, CSCL. PART 2 ed. 2008. p. 516-523
Zuiker, Steven ; Anderson, Katherine ; Lee, Judy Lai Har ; Chee, Yam San. / Designing for the epistemological entailments of physics through game-centered dialogical activity cycles. Computer-Supported Collaborative Learning Conference, CSCL. PART 2. ed. 2008. pp. 516-523
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