Design for Learning Through a Complexity Perspective: A Board Game Redesign Approach to Enabling Learning Possibilities

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dc.contributor.advisorKim, Beaumie
dc.contributor.authorBastani, Reyhaneh
dc.contributor.committeememberDavis, Andrew Brent
dc.contributor.committeememberSengupta, Pratim
dc.date2022-06
dc.date.accessioned2022-04-19T16:35:04Z
dc.date.available2022-04-19T16:35:04Z
dc.date.issued2022-03
dc.description.abstractThis doctoral study followed a conception of learning as a complex phenomenon and aimed to examine possible ways of supporting it. Drawing on insights from complexity research, particularly the notion of enabling constraints (Davis & Simmt, 2003), I explored the settings for supporting learners’ agency in pursuing their ideas and interests, while stimulating new possibilities of collective understanding and action. A design-based research was used to evaluate the potential of board game redesign in providing the settings for complexity-informed design conditions. The following questions guided this research: How would board game redesign provide the settings for enabling constraints? How would learners’ co-design practices evolve through the game redesign process? and How would learners’ decisions, ideas and interests frame their designs and open the space for using math and science in creating game systems? Using the framework of enabling constraints, the first phase analyzed the commonalities and variations in students’ collaborative practices in redesigning the board game Inversé for mathematics learning, in an elementary classroom. This analysis highlighted the importance of structured constraints at the starting point in supporting a common language. It also indicated the interconnection of the constraining and enabling aspects of the developed commonalities throughout the process. Learners’ emerging ideas and reaching higher conceptual possibilities were enabled as they developed shared goals and understandings through the project structure and cycles of unfolding co-design. The learning design in the second phase explicitly used complexity-informed conditions. It involved engaging middle school students with math and science through redesigning the cooperative board game Pandemic. Drawing on the notions of divergence and convergence of ideas and self-imposed constraints from design and creativity research (Biskjaer & Halskov, 2014; Stokes, 2009), the analytic frame in this phase focused on the processes of the evolution of learners’ practices and understanding. The findings elaborated on how the board game redesign approach not only set some structures but also enabled students to negotiate their interests and choices and collectively make decisions. Learners’ interests and decisions acted as self-imposed constraints that framed their work and could simultaneously expand their design space and engagement with math and science topics.en_US
dc.identifier.citationBastani, R. (2022). Design for learning through a complexity perspective: a board game redesign approach to enabling learning possibilities (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/39689
dc.identifier.urihttp://hdl.handle.net/1880/114560
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectComplexity researchen_US
dc.subjectComplexity research in educationen_US
dc.subjectlearning sciencesen_US
dc.subjectboard gameen_US
dc.subjectboard game designen_US
dc.subjectboard game redesignen_US
dc.subjectdesign-based learningen_US
dc.subjectmathematics learningen_US
dc.subjectscience learningen_US
dc.subjectdesign-based researchen_US
dc.subjectmathematics educationen_US
dc.subjectcomplex systemsen_US
dc.subjectenabling constraintsen_US
dc.subject.classificationEducationen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Technologyen_US
dc.titleDesign for Learning Through a Complexity Perspective: A Board Game Redesign Approach to Enabling Learning Possibilitiesen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Philosophy (PhD)en_US
ucalgary.item.requestcopytrueen_US
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