The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation

A systematic review on the impacts of game-based learning on argumentation skills

“…We also explored instructional support of GBL for argumentation. Modeling [4,3,23,55,73,85,84,91,94,99,103], feedback [51], interactivity [17,85,84], and reflection [8,30,50,66,63,100] were the most commonly reported instructional supports of the GBL for argumentation. This is reflected in the analysis of different types of instructional supports.…”

“…This implies that such GBL environments in future research should indicate their learning theories so that people know what learning theories can be matched with what aspects of games and also what learning theories can be used in the design of GBL environments to facilitate specific aspects of the learning outcomes. Furthermore, most reviewed publications referred to game genres such as simulation, role-play, strategic and the least used game genre was adventure (see [4,3,8,17,23,30,31,47,55,66,85,84,99]). The finding of the reviewed articles showed that GBL lead leaners to have a positive attitude towards argumentation skills and learn argumentation and reasoning.…”

“…These results also contribute to the evidence that educational games can provide increasing amounts of practice in an engaging environment and have the potential to result in improved performance. The importance of practice in learning a specific skill, to the point of transfer, is well founded [4]. The most important challenge in the reviewed publication is that the underlying design principles, game elements, and the learning theories for achieving such learning outcomes are not defined.…”

Contribution of Microcredit to Artisanal Fishing in Sekondi-Takoradi Metropolis Western Region of Ghana

“…A sample size of 132 was selected for the study using simple random sampling procedure. According to Ary, Jacobs, Razavieh and Sorensen (2006), the most used approach for determining the sample in a case study is to specify the precision of estimation desired and then to determine the necessary sample size. Researchers usually sample from an accessible population and hope to generalise to a target population.…”

The Effect of Socioscientific Topics on Discourse within an Online Game Designed to Engage Middle School Students in Scientific Argumentation

“…The areas of argumentation addressed in the game include understanding a claim, judging evidence about a claim based on type (fact, opinion, data, or theory) and quality, determining the reasoning (authority, theory, or logic), considering counterarguments and rebuttals, and making judgments, based on Toulmin's model (Toulmin, 2003;Toulmin, Rieke, & Janik, 1984). Students who played the game 10 times across a two-month period as a part of instruction improved in every aspect of argumentation skill and judgment and reported an increase in confidence and motivation to engage in science compared to students who did not play (Ault, Craig-Hare, Frey, Ellis, & Bulgren, 2015).…”