Table 3 Dimensions of variation
A | B | C | D | |
|---|---|---|---|---|
Focus on epistemic IBL modes | Empathy | Meaning | Knowledge construction | Knowledge building |
Role of teacher | Diagnose needs and interests | Motivator and guide | Collaborator | Modeller |
Role of student | Externalising prior knowledge, needs and feelings | Ideating, brainstorming and negotiating ideas | Understanding scientific research | Practicing authentic scientific inquiry |
Focus on game-play | Play of pleasure | Play of experience | Play of meaning | Play of reflectivity |
Focus on core SGMs | tutorial for instructions on ‘how to play’ | Understanding structure of IBL dialogue system | IBL dialogue for impulsive thinking | IBL dialogue for deeper thinking |
Feedback and progress mechanics | Familiarising with visual rating system and engagement metrics | Grading system for adjusting performance | Virtual trainer feedback for making improved IBL choices | Activity-log for reflection on transferring in-game IBL to real classroom |
Game uncertainty | Rules uncertainty | Performative uncertainty | Player unpredictability | Semiotic uncertainty |