Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4498
Title: Designing Representations in Deeply Disciplinary Educational Games
Authors: Duncan, Ravit Golan
Reichsman, Frieda
McElroy-Brown, Kiley
Cavera, Veronica
Issue Date: Jun-2019
Publisher: International Society of the Learning Sciences (ISLS)
Citation: Duncan, R. G., Reichsman, F., McElroy-Brown, K., & Cavera, V. (2019). Designing Representations in Deeply Disciplinary Educational Games. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 1 (pp. 73-80). Lyon, France: International Society of the Learning Sciences.
Abstract: Educational games are common in classrooms and have been extensively studied in multiple domains. The Geniventure game was developed to support student learning of core concepts in genetics via challenges that engage students with genetic phenomena at the molecular level. A core feature of the game is that it simulates behavior of molecular entities (genes, proteins, organelles) with high disciplinary fidelity to how these mechanisms really operate in the cell. In this sense, it is deeply disciplinary. The commitment to disciplinary fidelity presents design challenges regarding the ways in which entities, activities, and mechanisms are represented and manipulated in the game across the biological organization levels. We discuss five distinct types of design challenges that we identified based on data from focus groups with students who played the game and provide design heuristics for addressing these challenges.
URI: https://doi.dx.org/10.22318/cscl2019.73
https://repository.isls.org//handle/1/4498
Appears in Collections:CSCL 2019

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