부산대학교 도서관

Few digital tools are designed to support identity exploration around careers in science, technology, engineering, and mathematics (STEM) that may help close existing representation gaps in STEM fields. The aim of this project is to inform the design of games that facilitate learning as identity change as defined by the Projective Reflection theoretical framework. Projective Reflection is the process by which a person who is engaging in digital gameplay or a virtual environment constructs and/or enacts an identity that has the potential to modify the person's possible/future self and lead to a new sense of identity in a domain (Foster, 2014). This paper reports on "Philadelphia Land Science," an educational web-based game that allows players to explore roles related to urban planning and environmental science careers as they connect to a Philadelphia context. We describe game design and iterative changes as backed by theory and existing research. The game iteration is detailed in terms of the embedded content, the pedagogical approaches used, and the technological features that support the learning goals. [For the complete proceedings, see ED579395.]