Reflective Thinking: A Learning Process Within Game Play (Poster 21)

Shokeen, Ekta

doi:10.3102/1882516

Cited by 1 publication

(5 citation statements)

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“…This implies that perplexity is not a rare phenomenon as it occurs both in players with limited prior gaming experiences and more experienced players. Our findings extend prior GBL work on reflection by providing micro-level descriptions of young players’ reflective thinking processes when they encounter a perplexing scenario within a game (Khaled, 2018; Mekler et al , 2018; Shokeen et al ., 2022). These findings show how perplexing scenarios in gameplay can generate productive frustration through the challenges presented to players.…”

Section: Discussionsupporting

confidence: 76%

“…In his initial exploration, he was found temporarily perplexed, but later he figured out how to get out of that area. To further investigate differences in players’ approaches to dealing with perplexity, we analyzed players’ interactions in-game using reflective thinking phases (Shokeen et al ., 2022), which we present in the next section.…”

Section: Resultsmentioning

confidence: 99%

“…To further investigate the differences between participants’ ways of reflective thinking, and why certain participants needed external help, we applied Shokeen (2022) modified version of Dewey’s reflective thinking phases as an analytic lens. Based on that, we found some players went through all six phases of reflective thinking, whereas others’ reflective cycles were interrupted before overcoming perplexity.…”

Section: Resultsmentioning

confidence: 99%

“…Second, we applied the identified codes to label the recurrent categories of data. After identifying different forms of perplexity that take place for youth in a videogame-based learning context and to further investigate how players dealt with perplexity, we applied another round of coding, using codes from an adapted version of Dewey’s reflective thinking phases (Shokeen et al ., 2022) to understand their approaches to overcome these perplexing scenarios in gameplay.…”

Section: Methodsmentioning

confidence: 99%

“…Building on prior work on reflection in GBL, a recent study proposed a breakdown of the process of reflective thinking into six distinct phases to better understand the process of reflection in GBL (Shokeen et al ., 2022). These distinct phases are useful to identify where a student might be struggling to complete their reflection of in-game actions.…”

Section: Literature Reviewmentioning

confidence: 99%

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Defining perplexity and reflective thinking in a game-based learning environment

Shokeen

Weintrop

Pellicone

et al. 2023

ILS

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Purpose The purpose of this paper is to understand the role of perplexity in young players’ experiences within an educational videogame and how reflective thinking can help them to get out of perplexing scenarios. Design/methodology/approach We used a constructivist grounded theory approach and the lenses of Dewey’s conceptualization of perplexity and reflective thinking to examine young players’ in-game experiences. Findings We find that perplexity in gameplay is an experience that occurs when players encounter uncertainty about where to go or what to do next in the game. Findings reveal that while playing an educational game players engaged in two forms of perplexity – exploration-based and puzzle-based. Additionally, we unpack how players overcome these perplexing scenarios by reflecting on the information provided in the game. Research limitations/implications While in a state of perplexity, reflecting on the in-game information aids players to think and make meaning, thus supporting learning. We provide suggestions for how to better utilize perplexity as an in-game design mechanism to encourage young players to reflect on in-game information. Originality/value This empirical study is original in its context of studying the phenomenon of perplexity in videogames and young players’ in-game reflection experiences.

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Section: Discussionsupporting

confidence: 76%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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