Skip to main content
SpringerLink
Log in

Applying Systems Thinking to Learner-Centered User Design for Game and Cyber School Learning Contexts

  • Living reference work entry
  • First Online:
Book cover Learning, Design, and Technology

Abstract

A lot of research currently addresses change thinking in educational systems, particularly change issues centered on learner cultures and systemic disruption. As a part of a major reference work on systems thinking and change, this chapter focuses on user design as an imperative instructional theory allowing designers, demonstrating how two research studies were conceptualized and interpreted using systems thinking. For designers, user design theory helps us to utilize learning ecosystems to map the meaning-making journeys and then to distinctions, systems, relationships, and perspectives (DSRP) in complex learning environs so that we can refine and design environments for the relationships between complex experiences of knowledge sharing and interactions. As we explore critical literature in this chapter, we offer two examples as the basic material for prioritizing indigenous domains within user-centered design, demonstrating how we overcame common systemic boundaries and obstacles that typically plague student-centered learning models. One study addresses boys and gaming as indigenous ecosystems of an ecology of play within a student user design, and the second study investigates cyber charter schools’ science labs as ways to empower traditionally disengaged learners.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

References

  • Altheide, D. L., & Schneider, C. J. (2013). Qualitative media analysis (2nd ed.) Washington, DC: SAGE.

    Book  Google Scholar 

  • Anthony-Stevens, V. (2017). When high-stakes accountability measures impact promising practices: An Indigenous-serving Charter School. In G. Q. Conchas, M. Gottfried, B. M. Hinga, & L. Oseguera (Eds.), Policy goes to school: Case studies on the possibilities and limitations of educational innovations (pp. 69–82). New York, NY: Routledge.

    Chapter  Google Scholar 

  • Anthony-Stevens, V., Stevens, P., & Nicholas, S. (2017). Raiding and alliances: Indigenous educational sovereignty as social justice. Journal of Critical Thought and Praxis, 6(1), 3.

    Article  Google Scholar 

  • Baek, E. O., Cagilitay, K., Boling, E., & Frick, T. (2008). User-centered design and development. In Handbook of research on educational communications and technology (pp. 660–668).

    Google Scholar 

  • Barbour, M. K., & Reeves, T. C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52(2), 402–416. https://doi.org/10.1016/j.compedu.2008.09.009

    Article  Google Scholar 

  • Barron, B. (2004). Learning ecologies for technological fluency in a technology-rich community. Journal of Educational Computing Research, 31, 1–37.

    Article  Google Scholar 

  • Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49(4), 193–224.

    Article  Google Scholar 

  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. ISSN 1478-0887.

    Article  Google Scholar 

  • Bronfenbrenner, E. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Busteed, B. (2013). The school cliff: Student engagement drops with each school year. Gallup. com-The Gallup Blog.

    Google Scholar 

  • Cabrera, D. A. (2006). Systems thinking. Doctoral dissertation, Cornell University, Ithaca, NY.

    Google Scholar 

  • Cabrera, D., Cabrera, L., & Powers, E. (2015). A unifying theory of systems thinking with psychosocial applications. Systems Research and Behavioral Science, 32(5), 534–545. https://doi.org/10.1002/sres.2351

    Article  Google Scholar 

  • Cabrera, D., Colosi, L., & Lobdell, C. (2008). Systems thinking.Evaluation and Program Planning, 31(3), 299–310.

    Article  Google Scholar 

  • Carr, A. A. (1997). User-design in the creation of human learning systems. Educational Technology Research and Development, 45(3), 5–22.

    Article  Google Scholar 

  • Carr-Chellman, A. (2011, Jan). TedxPSU. Gaming to re-engage boys in learning. Retrieved from http://www.ted.com/talks/gaming_to_re_engage_boys_in_learning.html

  • Carr-Chellman, A. A. (2007). User-design. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Carr-Chellman, A. A. (1995). Power, expertism, and the practice of instructional design: Empowering the users. In G. J. Anglin (Ed.), Instructional technologu: Past, present and future. Englewood, CO: Libraries Unlimited.

    Google Scholar 

  • Carr-Chellman, A. A., & Savoy, M. R. (2004). Using the User-design research for building school communities. School Community Journal, 13(2), 99.

    Google Scholar 

  • Carr-Chellman, A., & Savoy, M. (2004). User-design research. In D. H. Jonassen (Ed.), Handbook of research on educational communication and technology: A project of the association for educational communications and technology (2nd ed., pp. 701–716). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Csikszentmihalyi, M. (2013). Creativity: Flow and the psychology of discovery and invention. New York, NY: HarperCollins.

    Google Scholar 

  • Engerman, J. A. (2016). Call of duty for adolescent boys: An ethnographic phenomenology of the experiences within a gaming culture (Unpublished doctoral dissertation). The Pennsylvania State University, University Park, PA.

    Google Scholar 

  • Engerman, J. A., MacAllan, M., & Carr-Chellman, A. (2014). Boys and their Toys: Video game learning & the common core. In A. Ochsner, J. Dietmeier, C. Williams, & C. Steinkuehler (Eds.), Proceedings of games, learning and society conference 10.0 (GLS 10.0) (pp. 504–510). Madison, WI: Games, Learning and Society.

    Google Scholar 

  • Engerman, J. A., MacAllan, M., & Carr-Chellman, A. A. (2019). Beyond the common core: A qualitative study on boys and the video games play towards a 21st century skills. Education and Information Technologies.

    Google Scholar 

  • Engerman, J. A., Mun, Y., Yan, S., & Carr-Chellman, A. (2015). Video games to engage boys and meet common core. In Proceedings of international society for technology in education. Philadelphia, PA: International Society for Technology in Education.

    Google Scholar 

  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Norway: Orienta-Konsultit.

    Google Scholar 

  • Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.

    Article  Google Scholar 

  • Erikson, E. (1954). The dream specimen of psychoanalysis. Journal of the American Psychoanalytic Association, 2, 5–56.

    Article  Google Scholar 

  • Evergreen Education Group. (2015). Keeping pace with K-12 digital learning: An annual review of policy and practice (12th ed.). Durango, CO: Evergreen Education Group. Retrieved from https://www.inacol.org/resource/keeping-pace-with-k-12-digital-learning-12th-edition/

  • Foot, K. A. (2014). Cultural-historical activity theory: Exploring a theory to inform practice and research. Journal of Human Behavior in the Social Environment, 24(3), 329–347.

    Article  Google Scholar 

  • Forester, J. W. (1993). System dynamics, systems thinking, and soft OR. System Dynamics Review, 10(2–3). https://doi.org/10.1002/sdr.4260100211

    Article  Google Scholar 

  • Forrester, J. W. (1994). System dynamics, systems thinking, and soft OR. System Dynamics Review, 10, 245–256.

    Article  Google Scholar 

  • Gee, J. P. (2007). What video games have to teach us about learning and literacy: Revised and updated edition. New York, NY: Palgrave Macmillan.

    Google Scholar 

  • Guitierrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19–25. https://doi.org/10.3102/0013189X032005019

    Article  Google Scholar 

  • Huerta, L. A., Gonzalez, M.-F., & d-Entremont, C. (2006). Peabody Journal of Education, 81(1), 103–139. https://doi.org/10.1207/S15327930pje8101_6

    Article  Google Scholar 

  • Huizinga, J. (1949). Homo Ludens. A study of the play-element in culture. London, England: Padalin.

    Google Scholar 

  • Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.

    Google Scholar 

  • Jackson, B. T., & Hilliard, A. (2013). Too many boys are failing in American schools: What can we do about it? Contemporary Issues in Education Research, 6(3), 311–316. ERIC number: EJ1073203.

    Article  Google Scholar 

  • Kafai, Y. B., Heeter, C., Denner, J., & Sun, J. Y. (Eds.). (2008). Beyond barbie & mortal kombat: New perspectives on gender and gaming. Cambridge, MA: The MIT Press.

    Google Scholar 

  • Klahr, D., Triona, L. M., & Williams, C. (2006). Hands on what? The relative effectiveness of physical versus virtual materials in an engineering design project by middle school children. Journal of Research in Science Teaching, 44(1), 183–203. https://doi.org/10.1002/tea.20152

    Article  Google Scholar 

  • Klein, C. L. (2006). Virtual charter schools and home schooling. Youngstown, NY: Cambria Press.

    Google Scholar 

  • Kowch, E. (2009). New capabilities for cyber charter school leadership: An emerging imperative for integrating educational technology and educational leadership knowledge. Tech Trends Special Edition, 53(1), 40–49.

    Google Scholar 

  • Kowch, E. (2013). Conceptualizing the essential qualities of complex adaptive leadership: Networks that organize and learn. International Journal of Complexity in Leadership and Management, 2(3), 162–184.

    Article  Google Scholar 

  • Lerner, R. M. (1995). The place of learning within the human development system: A developmental contextual perspective. Human Development, 1995(38), 361–366. https://doi.org/10.1159/000278342

    Article  Google Scholar 

  • Lewin, K. (1951). Field theory in social science: Selected theoretical papers. (Edited by Dorwin Cartwright.). Oxford, England: Harpers.

    Google Scholar 

  • Lopez, S., & Calderon, V. (2013). How American’s boys become psychological dropouts. The Gallup Blog. Retrieved from: http://www.gallup.com/opinion/gallup/171629/america-boys-become-psychological-dropouts.aspx?utm_source=How%20American%E2%80%99s%20Boys%20Become%20Psychological%20Dropouts&utm_medium=search&utm_campaign=tiles

  • Lowenthal, P. R., Wilson, B. G., & Parrish, P. (2009, November). Context matters: A description and typology of the online learning landscape. In Association for education communication and technology conference proceedings. Bloomington, IN: Association for Educational Communications and Technology.

    Google Scholar 

  • Mincemoyer, H., & Raish, V. (2015). Collaboration practices and attitudes for students in cyber charter schools. Society for Information Technology & Teacher Education International Conference. Chesapeake, VA: Association for the Advancement of Computing in Education.

    Google Scholar 

  • Mitgutsch, K. (2011). Playful learning experiences: Meaningful learning patterns in players’ biographies. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(3), 54–68.

    Article  Google Scholar 

  • National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. Washington, DC: The National Academies Press. https://doi.org/10.17226/9853

  • Pyatt, K., & Sims, R. (2011). Virtual and physical experimentation in inquiry-based science labs: Attitudes, performance, and access. Journal of Science Education and Technology, 21(1), 133–147. https://doi.org/10.1007/s10956-011-9291-6

    Article  Google Scholar 

  • Raish, V. (2016). A content analysis of virtual science labs in cyber charter schools. (Doctoral dissertation). D791sg170.

    Google Scholar 

  • Raish, V., Tang, H., & Carr-Chellman, A. A. (2012). Students’ perceptions of doing virtual science labs in a hybrid charter school. Association for Educational Communications and Technology.

    Google Scholar 

  • Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Reigeluth, C. M. (1996). A new paradigm of ISD? Educational Technology, 36(3), 13–20.

    Google Scholar 

  • Rice, M. (2011). Adolescent boys’ literate identity. Bingley, UK: Emerald Group Publishing Limited.

    Google Scholar 

  • Rossman, G. B., & Rallis, S. F. (2011). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Sarason, S. B. (1996). Revisiting “The culture of the school and the problem of change”. New York: Teachers College Press.

    Google Scholar 

  • Seidman, I. (2006). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York, NY: Teachers College Press.

    Google Scholar 

  • Shaffer, D. W., Squire, R., Halverson, R., & Gee, J. P. (2005). Video games and the future of learning. Phi Delta Kappan, 87(2), 105–111. https://doi.org/10.1177/003172170508700205

    Article  Google Scholar 

  • Soloway, E., Guzdial, M., & Hay, K. (1994, April). Learner-centered design: The challenge for HCI in the 21st century. Interactions, 36–48.

    Google Scholar 

  • Steinkuehler, C. A. (2005). The new third place: Massively multiplayer online gaming in American youth culture. Tidskrift Journal of Research in Teacher Education, 3(3), 17–32.

    Google Scholar 

  • Van Manen, M. (1990). Researching lived experience: Human science for an action sensitive pedagogy. Albany, NY: State University of New York Press.

    Google Scholar 

  • Waters, L. H., Barbour, M. K., & Menchaca, M. P. (2014). The nature of online charter schools: Evolution and emerging concerns. Educational Technology & Society, 17(4), 379–389.

    Google Scholar 

  • Woolfolk, A. (2011). Educational psychology (11th ed.). Boston, MA: Pearson.

    Google Scholar 

  • Yan, S., Mun, Y., Engerman, J. A., & Carr-Chellman, A. (2017). Boys and video game Play: Re-engaging boys in the classroom. New York, NY: Routledge.

    Google Scholar 

  • Yapa, L. (1996). What causes poverty? A postmodern view. Annals of the Association of American Geographers, 86(4), 707–728.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Digital Media Technologies, East Stroudsburg University, East Stroudsburg, PA, USA

    Jason Alphonso Engerman

  2. Pattee and Paterno Libraries, The Pennsylvania State University, State College, PA, USA

    Victoria Rose Raish

  3. University of Idaho, Moscow, ID, USA

    Alison Carr-Chellman

Authors
  1. Jason Alphonso Engerman
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Victoria Rose Raish
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Alison Carr-Chellman
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jason Alphonso Engerman .

Editor information

Editors and Affiliations

  1. College of Info, Ste G150, Univ of North Texas, Denton, TX, USA

    Michael J Spector

  2. School of Education, Virginia Tech, Blacksburg, VA, USA

    Barbara B Lockee

  3. School of Education, Baker University, Overland Park, KS, USA

    Marcus D. Childress

Section Editor information

  1. Werklund School of Education, University of Calgary, Calgary, Alberta, Canada

    Eugene Kowch

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Engerman, J.A., Raish, V.R., Carr-Chellman, A. (2019). Applying Systems Thinking to Learner-Centered User Design for Game and Cyber School Learning Contexts. In: Spector, M., Lockee, B., Childress, M. (eds) Learning, Design, and Technology. Springer, Cham. https://doi.org/10.1007/978-3-319-17727-4_103-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-17727-4_103-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-17727-4

  • Online ISBN: 978-3-319-17727-4

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation