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"The Sims 2": Reflective learning an...

Hsiao, Hui-Chun.

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"The Sims 2": Reflective learning and identity construction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	"The Sims 2": Reflective learning and identity construction./
作者:	Hsiao, Hui-Chun.
面頁冊數:	218 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4169.
Contained By:	Dissertation Abstracts International68-10A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3284941
ISBN:	9780549271956

"The Sims 2": Reflective learning and identity construction.
Hsiao, Hui-Chun.

"The Sims 2": Reflective learning and identity construction. - 218 p.

Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4169.

Thesis (Ph.D.)--The Pennsylvania State University, 2007.

For more than 20 years, digital games have caught the attention of scholars across a variety of disciplines who are examining them for their potential as a learning tool. Recent studies have looked at how digital games support learning in different contexts (e.g., game semiotics and knowledge domains for learning, skill development through problem solving, and game communities as networks for learning). However, in terms of digital games and the opportunities they offer for teaming through reflection, most research focuses on the reflection that occurs as a game player consciously and purposefully applies ideas in each phase of problem solving. Relatively few studies focus on the deep reflection that occurs during players' emotional engagements, narrative experiences, and identity construction within game play, and whether such reflection leads to meaningful learning.

ISBN: 9780549271956Subjects--Topical Terms:

1018432
Education, Art.

"The Sims 2": Reflective learning and identity construction.
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520 $a For more than 20 years, digital games have caught the attention of scholars across a variety of disciplines who are examining them for their potential as a learning tool. Recent studies have looked at how digital games support learning in different contexts (e.g., game semiotics and knowledge domains for learning, skill development through problem solving, and game communities as networks for learning). However, in terms of digital games and the opportunities they offer for teaming through reflection, most research focuses on the reflection that occurs as a game player consciously and purposefully applies ideas in each phase of problem solving. Relatively few studies focus on the deep reflection that occurs during players' emotional engagements, narrative experiences, and identity construction within game play, and whether such reflection leads to meaningful learning.
520 $a Using the digital game The Sims 2 (TS2) as an example, this study was designed to advance understanding of how digital game play provides an interactive narrative interface through which players may play, explore, and express themselves, via ludic narrative. Ultimately, the goal of the study was to discover whether the experience of narrative play and sharing in TS2 encourages reflective learning and the construction of identity.
520 $a Adopting a qualitative case study method, this study addressed three main research questions: (a) How does The Sims 2 (TS2) provide an interactive narrative interface for its players? And how has the nature of The Sims 2 interactive narrative interface impacted players' experiences?; (b) In what ways does the nature of narrative play in TS2 facilitate players' identity construction?; and (c) In what ways does the nature of narrative play in TS2 promote reflective learning? These primary questions provoked further inquiry and analysis about the nature of the digital game The Sims 2, its players' narrative play experiences, and the impact of identity formation, reflection, and learning.
520 $a Based on the analysis of the research data collected from various resources, this study revealed that the digital game TS2 provides an interactive narrative interface (INI) that enables players to construct their own play experiences through gameplay, narrative, sharing, discussion, and reflection. These narrative play experiences, at the same time, inspire players to construct and uncover dimensions of their identities. Further learning by recapturing and sharing narrative play experiences through self-reflection, storytelling, and reflective dialogue with others provide players with new understandings and meanings through which they may examine the meaning behind their narrative play.
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