Developing a Sense of Identity as a Governor Within a Mobile Learning Community

Abstract

Using a quasi-experimental design, this paper examines 36 Grade 9 students in a Singapore high school developed their sense of identity as a governor within a mobile learning community. In the traditional social studies classroom, students are taught how governors should govern their towns or countries in an ideal situation. Statecraft X, a mobile-phone game-based curriculum supporting the learning of principles of governance, however, allowed students to have a first-hand experience of being a governor within a mobile learning community, to assume the identity of a governor and to communicate with each other as governors. The server-based game design of Statecraft X ensures that there is a common experience within groups of players as well as between groups. It was hypothesized that civic learning mediated through a mobile game would help students develop a stronger sense of identity as a governor than those who learnt in traditional social studies classrooms. The final student assignment of this study was the presentation of a speech, which enacted students’ understanding of principles of governance, based on their game experience, and in-class and outside-classroom activities. Data sources included surveys and written speeches. Analysis of the surveys showed how students developed their identity as governors and adopted civic values. The analysis of the written speeches indicated that students had enacted their sense of identity as governors as shown by their scores in relevance of proposed policies, perspective, and personal voice.