We also asked how important it was to customize specific parts <strong>of</strong> avatars, and how similar to <strong>the</strong>ir real life appearance <strong>the</strong>ir avatars were. In general, participants in <strong>the</strong> SL condition (M=39) created avatars more similar to <strong>the</strong>ir real life appearance than LotRO participants did (M=33.13) (p
Design Patterns for Promoting Self-Reflection in Learning Games Ralph Vacca, Meagan K. Bromley, New York University, 70 Washington Square South, New York, NY Email: ralph.vacca@nyu.edu, meagan.bromley@nyu.edu Introduction Self-reflection is an essential part <strong>of</strong> designing meaningful learning experiences. In formal educational settings one can see <strong>the</strong> prominent role <strong>of</strong> reflective practices in efforts to improve self-regulation skills such as goal setting and planning, strategic thinking, and monitoring. In <strong>the</strong>rapeutic and counseling fields, self-reflection is instrumental to cultivating self-awareness and <strong>the</strong> overall process <strong>of</strong> long-term behavioral change. Given self-reflection is so deeply embedded in such a wide variety <strong>of</strong> learning interventions, <strong>the</strong>re are multitudes <strong>of</strong> existing methods to promote self-reflection which range from expressive writing in journals, guided discussions, portfolio building, and <strong>the</strong> review <strong>of</strong> personal performances on video. However with <strong>the</strong> emerging use <strong>of</strong> games and research focusing on benefits to personal aspects <strong>of</strong> learning – such as motivation and engagement – <strong>the</strong> process <strong>of</strong> designing games to explicitly promote self-reflection to facilitate learning is still fairly nascent. Yet games, despite <strong>of</strong>ten not explicitly designed to promote self-reflection, are particularly well-suited to promoting self-reflection given <strong>the</strong>ir inherent characteristics - rules, choice, feedback, and monitoring - which mirror fundamental components to reflective thinking and practice. Choices in game spaces prompt constrained decision-making within defined contexts that can be used by game systems to help players meaningfully reflect on decisions in a variety <strong>of</strong> ways. Our goal in this paper is to identify potential game design patterns to promote self-reflection in learning games. We begin with an overview <strong>of</strong> what scholars have discovered about self-reflection, focusing on research in education and psychology. This is followed by an examination <strong>of</strong> scholarship on games, with a focus on designing games for learning. The design patterns for self-reflection can be thought <strong>of</strong> as descriptions <strong>of</strong> common objectives paired with descriptions <strong>of</strong> solutions that can be applied, not prescriptively, but as design guides that interrelate user interactions in ways that can promote selfreflection. In determining what patterns could be derived from existing games, we identified various components <strong>of</strong> self-reflection, and aligned those components with questions for game designers and researchers. These questions are: 1) Can we reflect on modes <strong>of</strong> self-representation to promote motivation? 2) Can we reflect on our own beliefs and assumptions to promote personal perspective changes? 3) Can we reflect on our emotions to promote self-monitoring? 4) Can we reflect on our own patterns <strong>of</strong> behavior to promote self-awareness? Results Our method <strong>of</strong> research was to survey existing commercial games and conduct an in-depth analysis <strong>of</strong> mechanics. As a result, we identified four design patterns that can be retr<strong>of</strong>itted to address <strong>the</strong> questions on promoting self-reflection. In <strong>the</strong> “Ideal Me” pattern, we examine self-representation in <strong>the</strong> form <strong>of</strong> avatars within game play to prompt reflections on self-concept. With <strong>the</strong> “I Believe it’s Butter” pattern we examine how <strong>the</strong> role <strong>of</strong> framing choices can prompt reflection on personal beliefs and assumptions. In <strong>the</strong> “Can I Borrow a Feeling” pattern we question how emotionally regulating features in games like character experiences and meaningful narratives can be utilized to develop emotional monitoring and understanding within <strong>the</strong> self. Lastly, <strong>the</strong> “Did I Do That” pattern we examine how reflections on behavioral patterns can be used ex post facto to promote self-understanding. Conclusion The patterns we identify are intended to have direct and practical applications to <strong>the</strong> design <strong>of</strong> games to promote self-reflection. A future direction <strong>of</strong> this survey <strong>of</strong> existing games will be to incorporate our design 80
- Page 1 and 2:
Proceedings of the Fourth Annual Te
- Page 3 and 4:
Table of Contents Math Strategies i
- Page 5 and 6:
Harnessing the Power of Emotionally
- Page 7 and 8:
Think Facts introduces four charact
- Page 9 and 10:
Guidelines for an Online Networking
- Page 11 and 12:
Mode S = Synchronous A=Asynchronous
- Page 13 and 14:
Investigating Potential Factors to
- Page 15 and 16:
Investigating the Effects of Choice
- Page 17 and 18:
Videogames in Institutional Practic
- Page 19 and 20:
Youth in the Digital Age: Digital M
- Page 21 and 22:
Augmenting The Arrival: Students’
- Page 23 and 24:
Connected to Word Problems: Improvi
- Page 25 and 26:
ased approach. Future research may
- Page 27 and 28:
MOOCs, Open Education, and Implicat
- Page 29 and 30:
Promoting Healthy Eating Habits Thr
- Page 31 and 32:
Figure 2: Monster Appetite in actio
- Page 33 and 34: This year, the first participant gr
- Page 35 and 36: Figure 2: The Aesthetigraph represe
- Page 37 and 38: Digital Modeling Artifacts as Geome
- Page 39 and 40: Using Weblogs to Increase Language
- Page 41 and 42: Total 3 Advanced Performance Level
- Page 43 and 44: “Media Literacy in Action: Using
- Page 45 and 46: Learning Science Systems with Graph
- Page 47 and 48: Liu, L., & Hmelo-Silver, C. E. (200
- Page 49 and 50: Applying Physics to the Real World:
- Page 51 and 52: Credibility of Culturally Situated
- Page 53 and 54: notion that similarity with the use
- Page 55 and 56: Duncan, H., Tan, J. (2012). A Visua
- Page 57 and 58: Online Learning Environments in Hig
- Page 59 and 60: Exploration of concepts to facilita
- Page 61 and 62: Exploring the Intersection of Forma
- Page 63 and 64: Barab, S. & Squire, K. (2004). Desi
- Page 65 and 66: information and the world according
- Page 67 and 68: #phdchat: a community of practice o
- Page 69 and 70: A Difficult Balance: Regulating Cyb
- Page 71 and 72: References Bethel School District v
- Page 73 and 74: that children’s photographs were
- Page 75 and 76: A variety of data sources were coll
- Page 77 and 78: control and mastery increased in vi
- Page 79 and 80: Design of computer assisted tools f
- Page 81 and 82: Figure 2: Interactive functions of
- Page 83: User Experiences with Avatar Custom
- Page 87 and 88: Cooperative Inquiry in Designing Te
- Page 89 and 90: Implications Our work with CI exten
- Page 91 and 92: References Allen, E., & Seaman, J.
Change language