Please use this identifier to cite or link to this item:
https://repository.isls.org//handle/1/6815
Title: | Supporting Critical CS Identity in an Anti-Colonial Video Game |
Authors: | Roberto, Collette |
Keywords: | Learning and Identity |
Issue Date: | Jun-2020 |
Publisher: | International Society of the Learning Sciences (ISLS) |
Citation: | Roberto, C. (2020). Supporting Critical CS Identity in an Anti-Colonial Video Game. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 889-890). Nashville, Tennessee: International Society of the Learning Sciences. |
Abstract: | This paper explores how the design of the video game Guaiya Means Love could support critical computer science (CS) identity development through identity positioning (Gresalfi & Hand, 2019) and double binds (Gutiérrez et al., 2019). The combination of two mechanics - make choices in anti-colonial story and hack the game’s source code - affords a fertile landscape for youth to develop their stance around political dimensions of computation and start to imagine themselves as critical, computational, anti-oppression actors. |
URI: | https://doi.dx.org/10.22318/icls2020.889 https://repository.isls.org//handle/1/6815 |
Appears in Collections: | ICLS 2020 |
Files in This Item:
File | Size | Format | |
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889-890.pdf | 421.82 kB | Adobe PDF | View/Open |
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