The analysis of student epistemic games reviewed from physics understanding

2020 ◽  
Author(s):  
M. Dewi Manikta Puspitasari ◽  
Lilia Sinta Wahyuniar ◽  
Anita Sari Wardani
Keyword(s):  
Epistemic Games

Epistemic games

1997 ◽  
Vol 27 (1) ◽  
pp. 49-61 ◽  
Author(s):  
David N. Perkins
Keyword(s):  
Epistemic Games

The Right Kind Of Telling

2015 ◽  
Vol 7 (2) ◽  
pp. 1-23 ◽  
Author(s):  
David Hatfield
Keyword(s):  
Network Analysis ◽  
Role Playing ◽  
Learning Gains ◽  
Professional Experiences ◽  
Epistemic Games ◽  
Epistemic Frame ◽  
Role Playing Game ◽  
The Right ◽  
Virtual Internship

Epistemic network analysis provides a useful method for measuring the development of meaningful skills and ways of thinking for participants in epistemic games. This study compares the development of an epistemic frame in a journalism epistemic game, science.net, a role-playing game modeled on authentic journalism practice in which students take on the role of journalists and interact with fellow students and mentors, with a professional journalism practicum. Analyzing the discourse produced by both the game and the practicum through epistemic network analysis (ENA) shows how the virtual internship produced the same type of mentor feedback as the professional practicum on which it was modeled. Players also were able to learn different aspects of journalistic professional expertise as a result of playing the game, and these learning gains continued to be present months after the game was over. Participants in both the simulation and practicum demonstrated significant increases in journalism performance as measured through ENA. Epistemic games, like science.net, have the potential to reproduce key training practices of professional experiences and develop the components of epistemic frames of particular communities. ENA is a valuable tool for assessing the ability of epistemic games to produce these results.

The Shaffer–Gee perspective: Can epistemic games serve education?

2009 ◽  
Vol 25 (6) ◽  
pp. 897-901 ◽  
Author(s):  
Mohammad Ali Salmani Nodoushan
Keyword(s):  
Epistemic Games

INSTITUTIONS, RULE-FOLLOWING AND GAME THEORY

2016 ◽  
Vol 33 (1) ◽  
pp. 43-72 ◽  
Author(s):  
Cyril Hédoin
Keyword(s):  
Practical Reasoning ◽  
Practical Rationality ◽  
Language Games ◽  
Rule Following ◽  
Alternative Account ◽  
Community Based ◽  
Behavioural Patterns ◽  
Epistemic Games ◽  
Game Theoretic ◽  
Common Understanding

Abstract:Most game-theoretic accounts of institutions reduce institutions to behavioural patterns the players are incentivized to implement. An alternative account linking institutions to rule-following behaviour in a game-theoretic framework is developed on the basis of David Lewis’s and Ludwig Wittgenstein's respective accounts of conventions and language games. Institutions are formalized as epistemic games where the players share some forms of practical reasoning. An institution is a rule-governed game satisfying three conditions: common understanding, minimal awareness and minimal practical rationality. Common understanding has a strong similarity with Ludwig Wittgenstein's concept of lebensform while minimal awareness and minimal practical rationality capture the idea that rule-following is community-based.

scholarly journals Epistemic Games: A Multi-Layered Task Analysis

2016 ◽  
Author(s):  
Michael Vignal ◽  
Elizabeth Gire
Keyword(s):  
Task Analysis ◽  
Epistemic Games

Problematizing Epistemology in Computer Games Research

2015 ◽  
Vol 7 (2) ◽  
pp. 68-81
Author(s):  
Adam Mechtley
Keyword(s):  
Communities Of Practice ◽  
Computer Games ◽  
Frame Theory ◽  
Epistemic Cognition ◽  
Game Based Learning ◽  
Scholarly Community ◽  
Epistemic Games ◽  
Epistemic Frame

Epistemic frame theory has guided research using epistemic games, which are computer games focused on rich professional enculturation. Among other things, this theory characterizes communities of practice in terms of their epistemologies, which encompass the standards communities use to justify claims or actions. By drawing on contemporary perspectives in the subfield of research focused on epistemic cognition, this piece argues in favor of disambiguating enacted and professed epistemic cognition in epistemic frame theory, as well as attending to more nuances of the contexts of players' actions. These factors affect how we model communities of practice in games, how we assess players' capabilities, and what types of data we might include in our analyses of players' activity. By integrating with the epistemic cognition scholarship, games researchers could enrich their own work, while also leveraging some unique advantages of game-based learning to support broader goals in the scholarly community.

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