Transformative play: Games as 21st century curriculum

Sasha Barab, Melissa Gresalfi, Anna Arici Barab, Patrick Pettyjohn, Adam Ingram-Goble

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

2 Scopus citations

Abstract

In this presentation, we will discuss the design history, comparison studies, and scaling research focused on four units we have designed based on our theory of transformational play. The goal is to both discuss the power of these designs, but also the challenges of scaling such innovative learning experiences internationally. These four units (one focused on mathematics, science, language arts, and social studies) are situated in an online, multiplayer videogame called Quest Atlantis, supporting over 25,000 children worldwide. Each presented unit has gone through multiple iterations of implementation, analysis, and redesign, informed by empirical data and our evolving theoretical framework. In reviewing both results from comparison studies and differences in international engagement with the units, our accounts will illuminate the theory transformational play, how the theory has shaped design and interpretations of findings.

Original languageEnglish (US)
Title of host publicationLearning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences
Pages93-100
Number of pages8
Volume2
StatePublished - 2010
Externally publishedYes
Event9th International Conference of the Learning Sciences, ICLS 2010 - Chicago, IL, United States
Duration: Jun 29 2010Jul 2 2010

Other

Other9th International Conference of the Learning Sciences, ICLS 2010
CountryUnited States
CityChicago, IL
Period6/29/107/2/10

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ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Barab, S., Gresalfi, M., Arici Barab, A., Pettyjohn, P., & Ingram-Goble, A. (2010). Transformative play: Games as 21st century curriculum. In Learning in the Disciplines: ICLS 2010 Conference Proceedings - 9th International Conference of the Learning Sciences (Vol. 2, pp. 93-100)