摘要：Thomas and Brown (2007) suggest that games and virtual worlds allow play and learning to merge, enabling “learning to be” rather than “learning about”. In this context, I address the challenge of designing game-based learning to enact a pedagogy of ‘learning as becoming’ in classroom contexts. I argue that the theory of human information processing fails to provide a tenable account of human learning. I propose a pragmatist notion of education that foregrounds experience and inquiry to provide an alternative foundation for envisioning education today. I then draw on social theory to provide a theoretical framing for game-based learning design. I instantiate this framing via the Performance–Play– Dialog (PPD) Model and argue in favour of a shift to performance as a key construct for framing human learning. I illustrate the PPD Model using the game Legends of Alkhimia, a multiplayer game addressing the chemistry curriculum in lower secondary school.
关键词：learning; becoming; performance; play; dialog; identity; role-taking;habitus; pragmatism; PPD model
