Intentional learning with educational games: A Deweyan reconstruction. (April 2014)

• Record Type: Journal Article
• Authors: Chee, Yam San
• Other Names: Lee Chwee Beng guest-editor.; Hung Woei guest-editor.
• Is Part Of: Australian journal of education. Volume 58:Number 1(2014:Apr.)
• Page Start: 59
• Page End: 73
• Publication Date: 2014-04
• Subjects: Intentional learning -- inquiry -- information processing -- authentic learning -- games -- reflection; Education -- Australia -- Periodicals; Education -- Periodicals; 370.994
• DOI: 10.1177/0004944113517833
• Languages: English
• ISSNs: 0004-9441

Abstract

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.