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

By:

Chee, Yam San [author]

Material type: Text

TextSeries: 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:

Click here to access online

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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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
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

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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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