Revoicing, Bridging, and Stuttering Across Formal, Physical, and Virtual Spaces

As digital games and simulations become more commonplace in educational settings, it is important to document and analyze the way such digital learning environments merge with the traditional discourses and spaces of classroom-based learning environments. The current study contributes toward this goal by analyzing a representative transcript from a veteran traditional teacher's discussion with her class about the Newtonian relationships at the heart of a digital learning game she has integrated into her physics curriculum. This article presents an interaction analysis of the material, virtual, and abstract spaces employed and navigated across by the teacher to clarify common challenges as well as opportunities. The authors then analyze subsequent transcripts of student-teacher interactions for evidence of impact on student learning and understanding.