Shima Dadkhahfard

Shima Dadkhahfard
The University of Calgary | HBI · Werklund School of Education

PhD student

About

10
Publications
1,814
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
28
Citations
Additional affiliations
September 2019 - December 2023
The University of Calgary
Position
  • PhD Student

Publications

Publications (10)
Conference Paper
Full-text available
Recent research shows that game design approach supports students' interestdriven learning while engaging them in systems thinking. On the other hand, there is very little research on how the materiality of tabletop games engage learners differently. In this study, grade 3 and 4 learners went through the process of playing and redesigning an existi...
Conference Paper
Full-text available
This poster demonstrates the value of visual representation as a vehicle for counter-storytelling which offers space to challenge dominant, deficit narratives and centralizes the historically marginalized voices (Solórzano & Yosso, 2002). We discuss the use of graphic design and comic strips as a visual counter-storytelling to open up the conversat...
Conference Paper
Full-text available
This paper explores how some elementary students' pursuits of their interests led to different social and disciplinary engagements while redesigning tabletop games, namely Inversé and Triominos. Using the ethnographic data collected over two years, we chose and compared two tabletop game design projects. We investigated their design changes and con...
Presentation
Recent scholarships in the learning sciences closely attends to power and identity in relation to learning and design (e.g., Bang & Vossoughi, 2016; Gutiérrez & Jurow, 2016; Vakil, McKinney de Royston, Nasir, & Kirshner, 2016). In this context, we propose visual counter-storytelling as a tool to envisage equitable design for learning in linguistica...
Chapter
Full-text available
In the context of public discourse, STEM education is often coupled with its utilitarian value for economic growth and productivity. Under such discourse, learners are reduced at best to human capital, focusing on the production of economic value. Sen (World Development 25(12), 1959–1961, 1997) contrasted human capital with what he termed as human...
Poster
This poster examines the value of visual representation as a vehicle for counter-storytelling based on an ethnographic study. Counter-storytelling informed by critical race theory offers space to challenge dominant, deficit narratives (Solórzano & Yosso, 2002). We chose the medium of graphic design and comic strips to demonstrate visual form of cou...
Article
Full-text available
Focusing on the context of linguistically and racially heterogeneous Canadian schools, this article describes the “figured worlds” as discussed by Holland, Skinner, Lachicotte Jr, & Cain (1998, p. 52) of group work: the stories, characters, and roles that students envisioned in the setting of group work. The study was conducted in linguistically an...
Conference Paper
Individuals develop skills and ideas when engaged in design practices. This forms a type of literacy that may differ from the traditional ideas of literacy. The study discussed in this paper took a design-based research methodology to design and implement a game re-design approach. We observed grade three and four students who were re-designing Tri...
Article
This paper takes an interdisciplinary approach to find out what makes the experience of spaces different and how can it be enhanced? Based on a literature review this paper draws on cognitive theory to provide a model for enhancing quality of spatial experiences. The model has three stages: encouraging, enabling, and enclosing. The model asserts th...

Network

Cited By

Projects

Projects (4)
Project
This project takes an interdisciplinary approach to identify what makes the experience of spaces different and computational design can be a part of solution to enhance the spatial experiences of people. This project draws on cognitive theory and computational design to provide models for enhancing the quality of spatial experiences in the built environment.
Project
This project focuses on students designing or redesigning tabletop games for their own learning. In this research, we co-create learning designs with teachers to support students' construction their own knowledge and skills through game design projects. We explore how students' evolving game design contribute to their understanding of relevant disciplines and game design literacies, and how the classroom culture (e.g., role of the teacher, peer evaluation) develops and changes over time.