Learning environments should be designed to introduce students to a variety of possible selves they might achieve. It’s important to help students understand and participate in the progression from their current self to a desired possible self. 

Aroutis N. Foster will present ways to use digital games to support students in exploring possible identities. The Reflective Learning using Immersive Virtual Environments (rLIVEs) model illustrates the process of identity change that occurs through projective reflection, using learning games. Learners reflect on who they are, who they want to be, and intentionally enact or construct a desired possible self with games and pedagogies that support such identity exploration. Change is tied to content knowledge and motivational/personal valuing, as well as on personal beliefs about who they are. 

The rLIVEs model shows students’ progression from their initial Current Self (CS) to a Desired Possible Self (DPS), such as a scientist or lawyer. 

In illustrating rLives, Foster will discuss how to aid the projective reflection process while integrating games into classrooms with theories and models from his research that supports rLIVEs and, by extension, identity change.