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A Game-Based Approach to Understanding Situated Intentionality Stephen Thomas Slota University of Connecticut - Storrs, [email protected]

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A Game-Based Approach to Understanding Situated Intentionality Stephen Thomas Slota University of Connecticut - Storrs, Stephen.Slota@Uconn.Edu University of Connecticut OpenCommons@UConn Doctoral Dissertations University of Connecticut Graduate School 12-5-2014 Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality Stephen Thomas Slota University of Connecticut - Storrs, [email protected] Follow this and additional works at: https://opencommons.uconn.edu/dissertations Recommended Citation Slota, Stephen Thomas, "Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality" (2014). Doctoral Dissertations. 638. https://opencommons.uconn.edu/dissertations/638 Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality Stephen Thomas Slota, Ph.D. University of Connecticut, 2014 Abstract Since the early 2000s, educators, administrators, politicians, and researchers have given increased attention to the potential affordances of video games for educating K-12 and university learners. This has led to the instantiation of numerous game-based learning and instruction journals, investigations of efficacy, achievement, and motivation using multimillion dollar tools, and a federally-funded competition for science, technology, engineering, and mathematics game development. Yet, little is known about the way particular game mechanics, narrative structures, and community-driven tools (e.g., forums, cheat guides, mods) influence the skills needed to be a successful 21st century learner. Few studies have catalogued the particular actions and thoughts of particular players playing particular games, and even fewer have addressed the possible affordances of narrative, co-constructed storytelling, and student agency in educational game environments. In response, this dissertation discusses how increased emphasis on intentionality, game design, and narrative may expand on not just what is known about games and gameplay but also how educators can leverage game mechanics, embedded social collaboration, and stories toward the fulfillment of complex objectives like transfer and curricular goal adoption. Qualitative data collected from a text-based, dual alternate reality-roleplaying game was used to conduct grounded theory analysis of emergent player-player, player-instructor, and player-game interactions across a five-month period. Findings suggest that game-based learning and instruction may be optimally studied as dynamic, in-the-moment agent-environment interactions rather than single-purpose independent variables. Additionally, participant outcomes support the application i of a Technology, Pedagogy, Content Knowledge, and Learning Theory (TPACK-L) design framework and, by extension, contemporary learning theory as part of game development. While there is still much to be learned, this work represents a step forward in the development of more robust, situated theories of game-based education and may help resolve recurring questions about games, play, and the nature of human thinking and learning. ii Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality Stephen Thomas Slota B.S., University of Connecticut, Storrs, CT, 2007 M.A, University of Connecticut, Storrs, CT, 2008 A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy at the University of Connecticut 2014 iii Copyright by Stephen Thomas Slota 2014 iv APPROVAL PAGE Doctor of Philosophy Dissertation Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality Presented by Stephen Thomas Slota, B.S., M.A. Major Advisor __________________________________________________ Michael F. Young, Ph.D. Associate Advisor _______________________________________________ Roger Travis, Ph.D. Associate Advisor _______________________________________________ Scott W. Brown, Ph.D. University of Connecticut 2014 v ACKNOWLEDGEMENTS In a work of this magnitude, there are many more individuals to thank than can ever be recognized in the span of two pages. The names and institutions listed below are a sampling of those whose assistance has made this research possible. To anyone I have regrettably been unable to include, please know that my gratitude extends to the infinite reaches of the universe and beyond. My sincerest thanks go out to all of you. The State of Connecticut, University of Connecticut Graduate School, University of Connecticut Neag School of Education, University of Connecticut Two Summers Program, and Department of Educational Psychology for four years of financial and high-quality academic support. JoAnn, Michael, and Shannon Slota for their unconditional love and guidance. They are the foundation for my success as an academic, teacher, and thinker, and their selfless contributions to my personal and professional growth are what have made me the person I am today. I hope I have made you proud. Kelly M. Nelson for her kindness, thoughtfulness, and affection. May our adventures together ever grow, and may our Tardis data core be forever Dalek-free. Michael F. Young for his considerable advisement, mentoring, consultation, and friendship. I will always consider our journey together “epic” (regardless of what Roger might think about my use of the word). Roger Travis and Kevin Ballestrini for their collaboration, partnership, and contributions to the field of game-based learning. I would not be here if not for your willingness to partner with a young, starry-eyed biology teacher and fellow gamer. vi Scott W. Brown for his advice, mentoring, and leadership within the Cognition, Instruction, and Learning Technologies program. James E. McCarthy of Sonalysts, Inc. and James H. Watt of the University of Connecticut Department of Communications for their willingness to participate and provide feedback as readers on my dissertation committee. W. Trent Hergenrader of the Rochester Institute of Technology for his consultation as a creative writing researcher and collaboration as a fellow gamer and friend. Gabriel F. Byer-Alcorace, Andrea D. Kelley, and Lindsey K. Gervais for their advice, support, commiseration, and friendship within and outside of my doctoral process. Benedict Lai, Beomkyu Choi, and Elijah Clapp for their partnership and collaboration as graduate assistants in the University of Connecticut Two Summers Program. James Paul Gee and Sasha Barab of Arizona State University and Kurt Squire and Constance Steinkuehler of the University of Wisconsin-Madison for their critical work establishing and propagating educational gaming research within the learning sciences. Walter S. Nakonechny Jr., Teresa Becker, Ross Sward, and Andrew K. Rockett for their incredible compassion, inspiration, and guidance as educational leaders and mentors. J. R. R. Tolkien, George Lucas, George R. R. Martin, Steven Spielberg, Vince Gilligan, Bill Watterson, J. K. Rowling, Michael Crichton, Carl Sagan, Neil deGrasse Tyson, and the others whose works have inspired my adoration of science, fantasy, and the wonder of storytelling. Finally, the designers, programmers, artists, and technical staff—past and present—whose games have led a generation to discover fantasy and wonder in all aspects of life. vii For Claire, in hopes that I might bring your imagination and passion for learning to all who go without viii TABLE OF CONTENTS ABSTRACT………………………………………………………………………………. i ACKNOWLEDGEMENTS……………………………………………………………… vi DEDICATION…………………………………………………………………………… viii TABLE OF CONTENTS………………………………………………………………… ix APPENDICES……………………………………………………………………………. xi LIST OF TABLES AND FIGURES…………………………………………………….. xii FOREWORD……………………………………………………………………………... 1 INTRODUCTION………………………………………………………………………... 3 CHAPTER I Stories, Games, & Learning Through Play: A Situated Analysis of Narrative Affordances for Education….... 5 Introduction………………………………………………………………………………………………. 5 An Alternative Approach to Narrative Research…………………………………………………...….. 6 The Case for a Situated Framework for Understanding Narrative………………………………..…… 8 Three Levels of Narrative…………………………………………………………………………..……. 11 Level 1: Narrative-as-Designed…………………………………………………………………...…… 13 Level 2: Narrative-as-Perceived…………………………………………………………………..…… 13 Level 3: Narrative-as-Social Organizer…………………………………………………………..……. 14 Narrative Co-Construction…………………………………………………………………………...….. 15 Understanding Narrative as an Educational Tool………………………………………………...……. 17 Project TECHNOLOGIA: A Study of Practomimetic Instruction……………………………..….…… 18 Investigative Methodology……………………………………………………………………...……... 19 Qualitative Analysis…………………………………………………………………………..……….. 22 Quantitative Analysis…………………………………………………………………………..……… 25 Categorizing the Affordances of Narrative……………………………………………………..………. 26 1. Conveying Context, Chronology, & Content…………………………………………..…………. 27 2. Engaging & Motivating…………………………………………………………………………… 31 3. Educating Intention & Attention………………………………………………………..………… 33 4. Creating Opportunities for Co-Action……………………………………………………...……... 35 5. Nurturing Creativity…………………………………………………………………………...….. 38 Limits of Interpretation……………………………………………………………………………..…… 40 Conclusions………………………………………………………………………………………...……… 42 Chapter References……………………………………………………………………………..………... 44 ix CHAPTER II Project TECHNOLOGIA: A Game-Based Approach to Understanding Situated Intentionality……………….. 52 Introduction………………………………………………………………………………………………. 52 Gaming in Education…………………………………………………………………………………... 55 Addressing Instruction with Situated Cognition………………………………………………………. 57 A Focus on Intentionality……………………………………………………………………………… 60 Summary……………………………………………………………………………………………….
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