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High school students' role-playing for identity exploration: findings from virtual city planning

机译：高中学生的身份探索的角色扮演：虚拟城市规划的调查结果

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Purpose - This paper aims to report findings for the following question, "What is the nature of high school students' identity exploration as a result of exploring the role-possible selves of an environmental scientist and urban planner in a play-based course?" Projective reflection (PR) is served as a theoretical and methodological framework for facilitating learning as identity exploration in play-based environments. Design/methodology/approach - From 2016-2017, 54 high school freshmen students engaged in virtual city planning, an iteratively refined course that provided systematic and personally relevant opportunities for play, auricular, reflection and discussion activities in Philadelphia Land Science, a virtual learning environment (VLE) and in an associated curriculum enacted in a science museum classroom. Participants' identity exploration was anchored in targeted role-possible selves in science, technology, engineering and mathematics: environmental science and urban planning through in-game and in-class activities. This role-playing was made intentional by scaffolding students' reflection on what they wanted to be in the future while thinking of their current selves and exploring novel role-possible selves. Findings - In-game logged data and in-class student data were examined using quantitative ethnography (QE) techniques such as epistemic network analysis. Whole-group statistical significance and an illustrative case study revealed visual and interpretive patterns of change in students' identity exploration The change was reflected in their knowledge, interest and valuing, self-organization and self-control and self-perception and self-definition (KIVSSSS) in relation to the roles explored from the start of the intervention (starting self), during (exploring role-possible selves) and the end (new self). The paper concludes with directions to advance research on leveraging role-playing as a mechanism for fostering identity exploration in play-based digital and non-digital environments. Originality/value - This paper leveraged VLEs such as games as forms of play-based environments that can present players with opportunities for self-transformation (Foster, 2014) and enculturation (Gee 2003; Shaffer, 2006) to support learner agency and participation in a constantiy changing society (Thomas and Brown 2011). The authors introduce and apply novel theoretical and methodological approaches to the design and assessment of play-based environments and address pertinent gaps in the emergent area of learning and identity in VLEs
机译：目的 - 本文旨在为以下问题报告调查结果，“高中生的身份探索是在基于戏剧的课程中探索环境科学家和城市策划者的角色可能自我的结果？”投影反射（PR）作为促进基于戏剧环境中的身份探索的理论和方法论框架。设计/方法/方法 - 从2016-2017开始，54名高中新生学生从事虚拟城市规划，一个迭代精致的课程，提供了对费城土地科学的戏剧，古丽奇，反思和讨论活动的系统和个人有关的机会，虚拟学习环境（VLE）和在科学博物馆课堂上颁布了相关课程。参与者的身份探索是在科学，技术，工程和数学中的有针对性的角色 - 可能的自我中的锚定：通过游戏中和课堂活动的环境科学和城市规划。这种角色扮演是通过脚手架学生对他们希望在未来的反思的反思，同时考虑他们目前的自我并探索新的角色可能的自我。调查结果 - 使用诸如认知网络分析等定量民族识别（QE）技术来检查游戏中的记录数据和课堂学生数据。全组统计意义和一个说明性案例研究显示了学生身份探索的视觉和解释模式，改变反映了他们的知识，兴趣和估值，自我组织和自我控制和自我认识和自我定义（ KIVSSSS）关于从干预开始（开始自身）的角色，（探索角色可能的自我）和结束（新自我）。本文结束了方向，推进了利用角色扮演作为培养基于游戏的数字和非数字环境中的身份探索的机制的研究。原创性/值 - 本文杠杆杠杆诸如游戏等播放环境的形式，可以为玩家提供具有自我转型的机会（Foster，2014）和封闭（Gee 2003; Shaffer，2006），以支持学习者代理和参与一个Constantiy改变社会（托马斯和布朗2011）。作者介绍了对基于游戏的环境的设计和评估的新颖理论和方法论方法，并在Vles中的学习领域寻址差距

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