Abstract
This research project applied Projective Reflection (PR) as a theoretical and methodological framework to facilitate learning as identity exploration. PR was used to iteratively design and implement three versions of Virtual City Planning, an augmenting virtual learning environment (AVLE) course in a science museum classroom to support high school students’ exploration of role-possible selves in STEM. In-game and in-class, student data were examined using Quantitative Ethnography (QE) to interpret unique trajectories of student identity exploration. This article reports two cases which supports integrated shifts in students’ knowledge, interest and valuing, self-organization and self-control, and self-perceptions and self-definitions in the first iteration of the 9-week AVLE course. The article concludes with future directions to advance research on learning and identity in VLEs.
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