Fifth International Workshop on Culturally - Aware Tutoring Systems
نویسندگان
چکیده
The design of educational technologies involves making decisions based in cultural assumptions and ideologies, and student learning may be improved when these design choices are made intentionally with the students’ own cultural context in mind. Despite this, the classroom systems in which these technologies are deployed have their own culturally-based contexts which are often at odds with the expectations from some culturally-underrepresented groups. We believe that educational technologies are uniquely positioned to be able to both leverage student culture to support learning, while also supporting students in applying the learned domain content across relevant cultural contexts, such as the classroom. In this paper, we present the motivation and design of a reflective gaming system within the multiple-cultures framework called CoDES which demonstrates one way educational technologies can be designed to help students and teachers mediate competing culturally-based expectations.
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