000			01428nam a22002537a 4500
003			ZW-GwMSU
005			20210427100358.0
008			210427b ||||| |||| 00| 0 eng d
022			_a00049441
040			_aMSU _cMSU _erda
100	1		_aChee, Yam San _eauthor
245	1	0	_aIntentional learning with educational games: a Deweyan reconstruction / _ccreated by Yam San Chee
264			_aLos Angeles _bSage _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAustralian Journal of Education _vVolume 58 , number 1 ,
520			_aIntentional 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.
650	4		_aIntentional learning _xInquiry,
650	4		_aInformation processing
650	4		_aAuthentic learning
856			_uhttps://doi.org/10.1177/0004944113517833
942			_2lcc _cJA
999			_c156737 _d156737