Projective Reflection: Learning as Identity Exploration Within Games for Science
What if you could play a game that not only taught you about science but could also show you which careers you could be incredibly successful at? Researchers and students at Drexel University are working to do just that. Through a grant from the National Science Foundation, Drexel School of Education is on the cutting edge of educational game design through a project called “CAREER: Projective Reflection: Learning as Identity Exploration Within Games for Science.”
The project is composed of two parts: create educational games that will make science more enjoyable to students and at the same time, show students how the skills they have in using the games would be applicable to careers in STEM (Science, Technology, Engineering, and Math).
The games are initially targeted to urban middle school students with Drexel faculty and graduate students working with students in Philadelphia.
The end game for project aims to advance the burgeoning domain of educational gaming through the development of theory and research on how gaming influences identity change, motivation, and learning about science. Additionally, the project addresses the need of developing students’ identities, motivation, and learning in STEM, and developing teachers’ capacity to promote these processes.
To learn more about this project, please contact lead researcher, Dr. Aroutis Foster at email@example.com.