THE SIMS 2: REFLECTIVE LEARNING AND IDENTITY CONSTRUCTION

Open Access
- Author:
- Hsiao, Hui-Chun
- Graduate Program:
- Art Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- June 28, 2007
- Committee Members:
- Karen Treat Keifer Boyd, Committee Chair/Co-Chair
Patricia Marie Amburgy, Committee Member
Wanda B Knight, Committee Member
William Kelly, Committee Member - Keywords:
- reflective learning
The Sims
digital game
identity construction
video game
videogame - Abstract:
- Recent studies have looked at how digital games support learning in different contexts (e.g., game semiotics and knowledge domains for learning, skill development through problem solving, and game communities as networks for learning). However, in terms of digital games and the opportunities they offer for learning through reflection, most research focuses on the reflection that occurs as a game player consciously and purposefully applies ideas in each phase of problem solving. Relatively few studies focus on the deep reflection that occurs during players¡¦ emotional engagements, narrative experiences, and identity construction within game play, and whether such reflection leads meaningful learning. Using the digital game The Sims 2 (TS2) as an example, this study was designed to advance understanding of how digital game play provides an interactive narrative interface through which players may play, explore, and express themselves. Ultimately, the goal of the study was to discover whether the experience of narrative play and sharing in TS2 encourages reflective learning and the construction of identity. Based on the analysis of the research data collected from various resources, this qualitative case study revealed that the digital game TS2 provides an interactive narrative interface (INI) that enables players to construct their own play experiences through gameplay, narrative, sharing, discussion, and reflection. These narrative play experiences, at the same time, inspire players to construct and uncover dimensions of their identities. Further learning by recapturing and sharing narrative play experiences through self-reflection, storytelling, and reflective dialogue with others provide players with new understandings and meanings through which they may examine the meaning behind their narrative play.