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|Title:||Beyond the Screen: Game-Based Learning As A Nexus of Identification|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||DeVane, B. (2012). Beyond the Screen: Game-Based Learning As A Nexus of Identification. In van Aalst, J., Thompson, K., Jacobson, M. J., & Reimann, P. (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) – Volume 1, Full Papers (pp. 143-150). Sydney, NSW, AUSTRALIA: International Society of the Learning Sciences.|
|Abstract:||Drawing on data from a four-year ethnographic research study of CivWorld, a game-based learning community, this paper argues that moments of identity enactment (e.g. a conversational performance of a student's knowledge) result in part from the nexus of long- term projects of identity formation (e.g. the project of forming an identity as a student, a teen, a brother). It uses positioning analysis to examine the relationship between moments of identity enactment in social learning communities and temporally longer trajectories of identification. It does so by examining the trajectory of identification (and by extension the arc of participation) of an eight year-old CivWorld participant named Salim as he moves from peripheral towards more full participation in the community, moving from a novice in history and game-play toward becoming an expert over a six month period.|
|Appears in Collections:||ICLS 2012|
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