This study examined the extent to which a game, Land Science (LS), afforded identity change opportunities as defined by Projective Reflection (PR). PR served as a theoretical lens to analyze the design of LS and existing logged and intact data for 16 high school participants. Preliminary analyses indicated that LS met the intended design goals of supporting students’ knowledge gain for urban science and scientific modeling. Identity change was partially met as impacting students’ content knowledge. LS did not afford opportunities for learners to explore multiple science identities, set personal goals within the learning environment, or establish personal relevance to game experiences. Hence, it was unclear whether participants valued the experience and content as personally significant to their future goals. Implications are discussed for advancing knowledge in the field about educational gaming for changing students’ science identities.
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