#464: Beyond the Critical-Creative Divide: Generative Game-Based Learning in the University Literature Classroom

This design-based research study implemented three iterations of game-based learning in undergraduate literature courses to explore how constructionist game-based learning supports identity exploration and transformative learning. Using learning experience network analysis of student reflections, we found timing differences across iterations. When game elements and identity work were woven throughout the semester (iterations 1-2), students demonstrated deeper transformative learning and identity engagement aligned with theoretical principles. In contrast, condensing the game into an end-of-term unit (iteration 3) increased collaborative struggles and reduced identity exploration, despite attempts to improve scaffolding. Findings suggest that early, sustained identity work may be a critical design principle for integrating game-based learning in disciplinary higher education classrooms.