Theorising the Utility of Combining Frame Theory and Game Theory: Consequences for Design and Technology Education

Griffith Institute for Educational Research
Publication Type:
Conference Proceeding
Exploring Technology Education: Solutions to Issues in a Globalised World, 2008, pp. 237 - 247
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Abstract: A review of the three research domains of design, frame theory, and Game Theory, reveals that they offer new and relevant perspectives that have the capacity to inform Design & Technology education. Generally, at some point in everyoneâs life they will have learned to play some sort of game. Over time theoretical models of game play have emerged and evolved, and while games are often played against known opponents, the games that are played against unknown opponents have the most relevance here. Further, during game play the process of making sound incremental decisions is important. This also holds true for design decisions that are made incrementally, often in relation to shifting frames of reference. Consequently, the design process can be considered one of co-evolution with respect to the problem-solution nexus. These shifting frames of reference (manipulable variables of context/contexts) play a central role in the design process; therefore Framing Theory has significance for design. This paper reviews core underlying constructs within the domains mentioned above. Further, this paper will present the case that new perspectives derived from a number of core themes which have resonance within the three domains have implications and consequences for Design & Technology Education.
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