Search results for author:"Nathan Holbert"
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Constructible Authentic Representations: Designing Video Games That Enable Players to Utilize Knowledge Developed In-Game to Reason about Science
Technology, Knowledge and Learning Vol. 19, No. 1 (July 2014) pp. 53–79
While video games have become a source of excitement for educational designers, creating informal game experiences that players can draw on when thinking and reasoning in non-game contexts has proved challenging. In this paper we present a design...
International Journal of Designs for Learning Vol. 8, No. 1 (Jun 24, 2017)
As makerspaces and fabrication labs enter schools as a means of motivating children to explore STEM fields, the lack of diversity in engineering and computing must be addressed. The Bots for Tots project explores the potential of leveraging deeper...
International Journal of Game-Based Learning Vol. 6, No. 1 (January 2016) pp. 1–17
Video games offer an exciting opportunity for learners to engage in computational thinking in informal contexts. This paper describes a genre of learning environments called constructionist video games that are especially well suited for developing...
Journal of Science Education and Technology Vol. 24, No. 2 (April 2015) pp. 265–286
In this article, we introduce a class of constructionist learning environments that we call "Emergent Systems Sandboxes" ("ESSs"), which have served as a centerpiece of our recent work in developing curriculum to support scalable ...
Journal of Interactive Learning Research Vol. 28, No. 3 (July 2017) pp. 269–303
In this paper we present a learning design approach that leverages perspective-taking to help students learn about complex systems. We define perspective-taking as projecting one’s identity onto external entities (both animate and inanimate) in an...