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Echoes of the unheard: learning through playce-making to foster meaning-making and creativity in STEM education
(2024) Baradaran Rahimi, Farzan; Beaumie Kim
In this study, we explored the emergence of personal meaning-making and creativity to go beyond productivity in STEM education. We investigated learners’ meaning-making in the context of an interest-driven participatory game-design project where immersive learning and playce-making (constructing playful experiences linked to a place) intersected in Career and Technology Foundations class. Taking a qualitative approach, we collected data from nine graders in a suburban junior-high school in Western Canada. Drawing from constructivist perspectives, we discuss how learners within a group demonstrated personal meaning-making and creativity when they were immersed in playce-making. Our findings suggest that the intersection of immersive learning and playce-making can support learners curate their own learning experiences by integrating personal meanings and lived experiences into their project.