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Toward sociocultural design tools fo...

DeVane, Benjamin Mitchell.

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Toward sociocultural design tools for digital learning environments: Understanding identity in game-based learning communities.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Toward sociocultural design tools for digital learning environments: Understanding identity in game-based learning communities./
Author:	DeVane, Benjamin Mitchell.
Description:	240 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
Contained By:	Dissertation Abstracts International72-01A.
Subject:	Education, Social Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437388
ISBN:	9781124369365

Toward sociocultural design tools for digital learning environments: Understanding identity in game-based learning communities.
DeVane, Benjamin Mitchell.

Toward sociocultural design tools for digital learning environments: Understanding identity in game-based learning communities. - 240 p.

Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2010.

This study examines identity formation and identity enactment in a game-based learning community. Using methods from ethnographic Discourse analysis and interaction analysis, it examines four years of data at an after-school program for low-income adolescent youth to investigate the relationship between learning and identity in game-based environments. Contrary to much of the research literature in the field, it argues that social circumstances surrounding the game for learning are highly influential in how young people construct identities as learners and players. Examining some two-hundred hours of video-taped interaction data, supplemented by field notes and focused interview sessions, this dissertation argues that identity formation in game-based learning environments occurs at both the levels of long-term identity development and situated short-term identity enactment.

ISBN: 9781124369365Subjects--Topical Terms:

1019148
Education, Social Sciences.

Toward sociocultural design tools for digital learning environments: Understanding identity in game-based learning communities.
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100 1 $a DeVane, Benjamin Mitchell. $3 1674962
245 1 0 $a Toward sociocultural design tools for digital learning environments: Understanding identity in game-based learning communities.
300 $a 240 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-01, Section: A, page: .
500 $a Adviser: Kurt D. Squire.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2010.
520 $a This study examines identity formation and identity enactment in a game-based learning community. Using methods from ethnographic Discourse analysis and interaction analysis, it examines four years of data at an after-school program for low-income adolescent youth to investigate the relationship between learning and identity in game-based environments. Contrary to much of the research literature in the field, it argues that social circumstances surrounding the game for learning are highly influential in how young people construct identities as learners and players. Examining some two-hundred hours of video-taped interaction data, supplemented by field notes and focused interview sessions, this dissertation argues that identity formation in game-based learning environments occurs at both the levels of long-term identity development and situated short-term identity enactment.
520 $a Prevailing models of identity in games for learning either understand identities to be transmitted to players or see it as a matter of avatar depiction. In this data analysis I argue instead that the identity work that occurs in this game-based learning environment occurs in a "nexus of identification" -- the intersection of multiple trajectories of identification with specific situated acts of identification that are drawn from the available relational, ideational and material resources. I argue further that the processes of identification at different timescales are important for understanding learner's identity transformations. This dissertation consists of four case studies examining participants trajectories of identification and mastery over a four year period. Its findings imply that designers of games for learning should be more concerned about the social circumstances and participant structures in which their games are instantiated.
590 $a School code: 0262.
650 4 $a Education, Social Sciences. $3 1019148
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710 2 $a The University of Wisconsin - Madison. $3 626640
773 0 $t Dissertation Abstracts International $g 72-01A.
790 1 0 $a Squire, Kurt D., $e advisor
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791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3437388