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Examining the Impact of Virtual City Planning on High School Students’ Identity Exploration

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Advances in Quantitative Ethnography (ICQE 2019)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1112))

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Abstract

This paper is situated in an NSF CAREER project awarded to test and refine Projective Reflection (PR) as a theoretical and methodological framework for facilitating learning as identity exploration in virtual learning environments. PR structured the design, implementation, and refinement of Virtual City Planning, a play-based course that included identity exploration experiences mediated by a virtual learning environment (Philadelphia Land Science), and classroom experiences designed to augment the virtual learning experience. In this paper, Quantitative Ethnography techniques were applied to visualize and interpret changes at the group level (N = 20) for the first of three iterations of Virtual City Planning, as a result of exploring role-possible selves of an environmental scientist and urban planner. Changes were reflected in students’ knowledge, interest and valuing, patterns of self-organization and self-control, and self-perceptions and self-definitions (KIVSSSS) in relation to the roles explored from the start of Virtual City Planning (starting self), during (exploring role-specific possible selves), and at the end of the play-based learning experience (new self).

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Authors and Affiliations

  1. Elsevier Inc., Philadelphia, PA, 19103, USA

    Mamta Shah

  2. Drexel University, Philadelphia, PA, 19104, USA

    Aroutis Foster, Hamideh Talafian & Amanda Barany

Authors
  1. Mamta Shah
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  2. Aroutis Foster
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  3. Hamideh Talafian
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  4. Amanda Barany
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Correspondence to Aroutis Foster .

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Editors and Affiliations

  1. University of Wisconsin–Madison, Madison, WI, USA

    Brendan Eagan

  2. University of Copenhagen, Copenhagen, Denmark

    Morten Misfeldt

  3. University of Wisconsin–Madison, Madison, WI, USA

    Amanda Siebert-Evenstone

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Shah, M., Foster, A., Talafian, H., Barany, A. (2019). Examining the Impact of Virtual City Planning on High School Students’ Identity Exploration. In: Eagan, B., Misfeldt, M., Siebert-Evenstone, A. (eds) Advances in Quantitative Ethnography. ICQE 2019. Communications in Computer and Information Science, vol 1112. Springer, Cham. https://doi.org/10.1007/978-3-030-33232-7_17

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  • DOI: https://doi.org/10.1007/978-3-030-33232-7_17

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-33231-0

  • Online ISBN: 978-3-030-33232-7

  • eBook Packages: Computer ScienceComputer Science (R0)

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