Identity Construction, Reflective Learning, and Digital Game

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题名:	Identity Construction, Reflective Learning, and Digital Game
作者:	Hui-Chun Hsiao 蕭惠君
贡献者:	臺北市立教育大學視覺藝術系
日期:	2009-10-18
上传时间:	2012-06-29 11:03:47 (UTC+8)
出版者:	USA：VDM Verlag
摘要:	摘要取自 Amazon網路書店: http://www.amazon.com/Identity-Construction-Reflective-Learning-Digital/dp/3639190831 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. However, in terms of digital games and the opportunities they offer for learning 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 meaningful learning. 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.
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