Disciplinarily-Integrated Games: Generalizing Across Domains and Model Types

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Author(s): Douglas B. Clark (Vanderbilt University, USA), Pratim Sengupta (University of Calgary, Canada)and Satyugjit Virk (Vanderbilt University, USA)
Copyright: 2016
Pages: 17
Source title: Handbook of Research on Gaming Trends in P-12 Education
Source Author(s)/Editor(s): Donna Russell (Walden University, USA)and James M. Laffey (University of Missouri at Columbia, USA)
DOI: 10.4018/978-1-4666-9629-7.ch009

Keywords: Educational Technologies / Gaming / Information Science Reference / Media & Communications

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Abstract

Clark, Sengupta, Brady, Martinez-Garza, and Killingsworth (2015) and Sengupta and Clark (submitted) propose disciplinarily-integrated games as a generalizable template for supporting students in interpreting, manipulating, and translating across phenomenological and formal representations in support of a Science as Practice perspective (Pickering, 1995; Lehrer & Schauble, 2006). To explore the generalizability of disciplinarily-integrated games, this chapter proposes other hypothetical examples of disciplinarily-integrated games in physics, biology, chemistry, and the social sciences. We explore disciplinarily-integrated games in three categories, beginning with the category involving the nearest and simplest transfer of the template and extending to the category involving the furthest and most complex transfer: (1) time-series analyses with Cartesian formal representations, (2) constraint-system analyses with Cartesian formal representations, and (3) other model types and non-Cartesian formal representations. We close with the discussion of the implications of this generalizability.

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Disciplinarily-Integrated Games: Generalizing Across Domains and Model Types

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