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Intentional learning with educational games: a Deweyan reconstruction / created by Yam San Chee

By: Material type: TextTextSeries: Australian Journal of Education ; Volume 58 , number 1 ,Los Angeles Sage 2014Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 00049441
Subject(s): Online resources: Summary: Intentional learning has customarily been construed from a perspective that foregrounds cognitive engagement and mental life in meaning making. In this paper, I interrogate the said perspective. I argue that a theoretical positioning based on the dominant paradigm of human information processing psychology leads to incoherence because this paradigm results in “meaning-less cognition.” To get out of this conundrum, I offer a reconstruction of intentional learning from the perspective of Deweyan inquiry and the philosophy of pragmatism. I situate this reconstruction in the context of game-based learning.
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Item type Current library Call number Vol info Copy number Status Notes Date due Barcode
Journal Article Journal Article Main Library - Special Collections L91.A8 AUS (Browse shelf(Opens below)) Vol.58, No.1 SP20105 Not for loan For in-house use only

Intentional learning has customarily been construed from a perspective that foregrounds cognitive engagement and mental life in meaning making. In this paper, I interrogate the said perspective. I argue that a theoretical positioning based on the dominant paradigm of human information processing psychology leads to incoherence because this paradigm results in “meaning-less cognition.” To get out of this conundrum, I offer a reconstruction of intentional learning from the perspective of Deweyan inquiry and the philosophy of pragmatism. I situate this reconstruction in the context of game-based learning.

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