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

Omid Noroozi*, Hojjat Dehghanzadeh, Ebrahim Talaee

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

This study maps instructional support and learning outcomes of argumentation game-based learning. For this systematic review, 29 publications dating from 2000 through 2019 were studied to highlight the foci of this field of research. Although these studies reported effects of game-based learning on learning outcomes and instructional supports on argumentation skills, none of the publications reported specific instructional support and game elements associated with the learning outcomes. Modeling, reflection and feedback were the most commonly reported instructional support of argumentation game-based learning. Feedback, challenge, and collaboration were the most commonly reported game elements of argumentation game-based learning. In addition, high level of argumentation skills and engagement were the most commonly reported positive learning outcomes of argumentation game-based learning. The results of this study provide suggestions on how to design argumentation game-based learning.

Original languageEnglish
Article number100369
JournalEntertainment Computing
Volume35
DOIs
Publication statusPublished - Aug 2020

Keywords

  • Argumentation
  • Game-based learning
  • Instructional support
  • Learning outcomes

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