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Background: STEM minority participation programs have been widely implemented in higher education with the goal of diversifying the global STEM workforce. Informed by research highlighting the potential of targeted exploration of STEM roles and refection on the self in relation to STEM (identity exploration), this work examines how engagement in a government funded STEM minority participation program shaped these processes in current students and program alumni. Results: Epistemic network analysis (ENA) was used to visualize conceptual connections between identity themes that emerged from interviews with present and past program participants. Network models were developed for current students and alumni for cross-group comparisons. Diferences were found in how participants at diferent stages of their careers enact and describe their identity exploration processes. Summative network models highlighted how students discussed action-taking (sometimes through participation in STEM minority program initiatives) as they explored less-certain possible future STEM roles, while alumni integrated more diverse and holistic facets of their identities when conceptualizing their futures. To close the interpretive loop, a qualitative interpretation of interview discourse was used to give context to network patterns. Conclusions: Results highlight the differences between novices' and professionals' conceptualizations of their future selves and illustrate how minoritized individuals describe their long-term patterns of identity exploration related to STEM majors and careers. Implications for future STEM identity research and practice, including higher education programming as a tool to support students' STEM identity exploration processes, are discussed.

Maker-based learning activities offer benefits to both students and educators; however, there exist few research examples that examine how educators enact a process of identity exploration when implementing maker activities in their instruction. The Projective Reflection framework was used to assess three science educators' identity exploration as they engaged in professional development sessions on maker education. Teacher data was visualized using epistemic network analysis and supplemented with qualitative examinations to understand how teachers engaged in identity exploration over time. Findings illustrated shifts toward more specific and balanced conceptualizations of self as educators gained skill in the intentional examination of roles.

Video games, and the affinity spaces that develop around them, have been lauded as valuable sites for promoting learning as a transformational and intentional process of identity exploration. This research examines how such processes are enacted on a community discussion forum for the space flight simulator game Kerbal Space Program. Public longitudinal data was downloaded from a social network of active forum posters, which was coded for identity exploration constructs as defined by the Projective Reflection theoretical framework. Coding informed the development of two case studies selected to illustrate how identity exploration manifested in two central members of the social network. Findings offer insights into how learning as identity exploration is enacted in game community forums and affinity spaces.

This research project applied Projective Reflection (PR) as a theoretical and methodological framework to "facilitate" learning as identity exploration. PR was used to iteratively design and implement three versions of "Virtual City Planning," an augmenting virtual learning environment (AVLE) course in a science museum classroom to support high school students' exploration of role-possible selves in STEM. In-game and in-class, student data were examined using Quantitative Ethnography (QE) to "interpret" unique trajectories of student identity exploration. This article reports two cases which supports integrated shifts in students' knowledge, interest and valuing, self-organization and self-control, and self-perceptions and self-definitions in the first iteration of the 9-week AVLE course. The article concludes with future directions to advance research on learning and identity in VLEs.

In this analytical paper, we argue for the centrality of teachers in game-based learning (GBL) interventions. We examine the following research question, "What principles emerge from teacher education in game-based learning research conducted from 2007-2018?". In doing so, we examine evidence generated over 10+ years deductively and inductively using thematic analysis, to identify six principles that can guide research and practice in teacher education for GBL. These principles include: (a) Teachers play an active role in GBL environments; (b) Games are a form of curriculum; (c) GBL is a way of facilitating learning; (d) Games are not contextually or pedagogically neutral; (e) Teachers' knowledge of GBL evolves over time; and (f) Teachers' professional identities impact GBL practice. We conclude with pathways to engage the teacher education community in a critical assessment of how we can scaffold teachers to identify-study-incorporate games for learning.

This study used the Dynamic Systems Model of Role Identity (DSMRI) to examine the extent to which a game, Land Science, afforded identity change opportunities as exploration of science identities, science content knowledge, science confidence, action possibilities, and interest/valuing in an intentional manner. Analysis of the game and existing logged data for high school participants indicated that LS met its intended design goals of supporting students' knowledge gain for urban science and scientific modeling. Identity exploration was partially met as having content knowledge; however, the criteria for identity exploration and change as defined by the DSMRI model were not met. This may suggest why it was not clear whether participants valued the experience and the content as personally significant to their future goals. Implications are discussed for advancing knowledge in the field about educational gaming for changing students' science identities.

This study reports on the effects of a mobile game designed in conjunction with an art museum to develop children's understanding of line, shape, and color. Four researchers (two graduate students and two professors at a private university in the mid-Atlantic region of the United States) examined 8 children, ages 6 to 13, for conceptual change in their understanding of art. Grounded theory and thematic analysis were used to examine children's conceptions of line, shape, and color through gameplay and to answer the research question, "How does a mobile application impact students' conceptual understanding of line, shape and color?" The researchers found that the mobile learning experience was effectively mediating participants' school and personal experiences to support conceptual change.

Research focusing on the development and assessment of teacher knowledge in game-based learning is in its infancy. A mixed-methods study was undertaken to educate pre-service teachers in game-based learning using the Game Network Analysis (GaNA) framework. Fourteen pre-service teachers completed a methods course, which prepared them in game analysis, game integration, and ecological conditions impacting game use in school contexts. Surveys and tests were administered to assess participants' acquired knowledge of GaNA. Additional data was solicited using background surveys and focus group interviews to understand participants' thoughts about game-based learning. Data was analyzed using t-tests and thematic analysis for assessing the effect of the intervention on teachers' knowledge of game-based learning. Participants made statistically significant gains on the constructs of GaNA and the course had a large effect on participants' acquired knowledge. Participants also reported change in their thoughts about the processes involved in incorporating game-based learning in K-12 classrooms. This included insights about teacher roles, game selection, and contextual factors that might impact the successful adoption of games in schools. GaNA may be beneficial for advancing the work of both teacher educators and game-based learning researchers in developing and assessing novice-expert teachers' competence in adopting game-based learning.

There is a need for game-based learning frameworks that provide a lens for understanding learning experiences afforded in digital games. These frameworks should aim to facilitate game analyses, identification of learning opportunities, and support for learner experiences. This article uses the inquiry, communication, construction, and expression (ICCE) framework to examine a mathematics game (Dimension M) to support learners. The study was conducted using mixed-methods with interviews, observations, and pre-post assessments, in addition to analyzing learner experiences using the ICCE framework. Results showed that the twenty 9th-graders in the game-based learning course had statistically significant mathematics gains, but not for motivation. Interpretive results highlighted how ICCE as enacted in the game design supported learners' experiences. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

This article elucidates the process of game-based learning in classrooms through the use of the Play Curricular activity Reflection Discussion (PCaRD) model. A mixed-methods study was conducted at a high school to implement three games with the PCaRD model in a year-long elective course. Data sources included interviews and observations for understanding the process of students' content knowledge and motivation to learn. Pre to post assessments were administered for measuring achievement gains and motivational changes. Interpretive analysis indicated that PCaRD aided student learning, motivation to learn, and identification with the content. We found mixed quantitative results for student knowledge gain with only statistical significant gains for mathematics. We also found that PCaRD provided teachers with an adaptive structure for integrating games in an existing and new curriculum. PCaRD has implications for research, teaching, and design of games for learning.

Systematic incorporation of digital games in schools is largely unexplored. This case study explored the ecological conditions necessary for implementing a game-based learning course by examining the interaction between three domains (the innovator, the innovation, and the context). From January-April 2012, one in-service teacher learned and applied the Play Curricular activity Reflection Discussion (PCaRD) pedagogical model using the game RollerCoaster Tycoon 3 in a 5th and a 6th grade classroom to support student learning of systems thinking. Data sources included a knowledge test, interviews, and participant and video observations. The teacher (innovator) successfully adopted the PCaRD model (innovation) as a pedagogical guide for teaching systems thinking with the game in the school (context). Students had statistically significant gains in introductory systems thinking knowledge. Conclusions and implications are discussed for integrating games using our ecological approach.

There is a paucity of research frameworks that focus on aiding game selection and use, analyzing the game as a holistic system, and studying learner experiences in games. There is a need for frameworks that provide a lens for understanding learning experiences afforded in digital games and facilitating knowledge construction and motivation to learn. Towards this goal, the purpose of this article is to introduce the inquiry, communication, construction, and expression (ICCE) framework. This qualitative study with interviews and observations examined the mathematics game Dimension M. It was analyzed using the ICCE framework. It reports the interpretive results of twenty 9th graders' motivation and achievement in a game-based learning course to learn mathematics using Dimension M. The ICCE framework may be a valuable tool for aiding teachers to assess the efficacy of games for learning and for students to benefit from the possible designed experiences within games.

Teachers can use mobile applications to integrate the visual arts back into the classroom, but how? This article generates recommendations for selecting and using well-designed mobile applications in the visual arts beyond a "click and view " approach. Using quantitative content analysis, the results show the extent to which a sample of 16 mobile applications promoted physiological features (e.g., interactive touch), psychological learning principles (post, share comment/art work), pedagogical voice (e.g., social constructivist teaching), socio-cultural dimensions (artist 's background), aesthetic understanding (e.g., line, color) and creative self-efficacy (e.g., the belief in the ability to make a new painting). We propose to address this imbalance through the pedagogical model Play, Curricular activities, Reflection, Discussion (PCARD).

Researchers question how and what students learn from commercial digital games. Using a concurrent mixed-methods approach, this study examined 30 students' construction of knowledge and skills while playing a commercial off-the-shelf game for 7 weeks. Quantitative data included students' background survey and pre- and post-assessments for knowledge and motivation. Qualitative data included students log sheets to document their progress of play through the game, videotaped interviews after each playing session as well as videotaped game sessions. Analysis indicates that two main play strategies were used during the process of learning--"explorers or goal seekers." Both player types were able to statistically significantly gain disciplinary knowledge and skills, but only "explorers" significantly valued the learning. (Contains 8 tables and 4 footnotes.)

Game-based learning and designing has become a hot topic in educational technology. It is believed that video gaming is one way to get students engaged in learning complex and ill-structured material, holistic learning, and preparing learners for 21st century jobs. However, beyond engagement, games may also be used for learning and developing personal interest in science by utilizing the affordances for personal identity, applicability beyond the school setting and for a personal agenda, and relevance and meaningfulness of scientific practices and ideas. This article, based on the synthesis of information from the games, science education, and motivational research literatures present a focused view on how games for learning (serious games) can be designed and used for learning and developing an interest in science. The article also points in the direction of much needed research to assess the claims about games for learning. (Contains 1 figure.)