Methodology

The rapid integration of digital technologies into educational settings has fundamentally transformed teaching and learning practices. While these advancements offer unprecedented opportunities for accessibility and personalization, they have also sparked critical debates about the nature and quality of alternative learning experiences. The following represent the key theoretical perspectives that frame the Capital & The Other project's design and implementation.

Situated Learning Theory (Lave & Wenger, 1991)

This perspective emphasizes the importance of authentic contexts and social interaction in learning. The game simulates real-world economic scenarios, allowing students to engage with course concepts in a contextualized manner.

Self-Determination Theory (Ryan & Deci, 2000)

This theory posits that intrinsic motivation is driven by the fulfillment of three basic psychological needs: autonomy, competence, and relatedness. Game design incorporates elements that support these needs, such as meaningful choices, progressive challenges, and opportunities for collaboration.

Embodied Cognition (Wilson, 2002)

This theory suggests that cognitive processes are deeply rooted in the body's interactions with the world. The game's physical components and potential VR adaptation leverage this principle to enhance conceptual understanding.

Threshold Concepts (Meyer & Land, 2003)

The game is designed to address key threshold concepts in economics and identity studies, facilitating transformative learning experiences that reshape students' understanding of the subject matter.

Connectivism (Siemens, 2005)

This theory emphasizes the importance of networks and connections in learning, particularly in digital environments. The game's collaborative elements and integration with online resources align with Connectivist principles.

This project was implemented through generous support from the William & Mary's Studio for Teaching & Learning Innovation.

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