Instructional Supports and Learning Outcomes of Argumentation Game-Based Learning

O. Noroozi, Hojjat Dehghanzadeh

Research output: Contribution to conferencePosterAcademic

Abstract

This study maps instructional support and learning outcomes of argumentation game-based learning. For this systematic review, 18 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 to the learning outcomes. Modeling, interactivity, and feedback were the most commonly reported instructional support of argumentation game-based learning. Feedback, collaboration, and challenge were the most commonly reported of argumentation game-based learning. In addition, engagement and collaborative were the most commonly reported positive learning outcomes of the argumentation game-based learning.
Original languageEnglish
Publication statusPublished - 2020
Event2020 American Educational Research Association (AERA) Annual Meeting -
Duration: 17 Apr 202021 Apr 2020
https://www.aera20.net/

Conference

Conference2020 American Educational Research Association (AERA) Annual Meeting
Abbreviated titleAERA2020
Period17/04/2021/04/20
Internet address

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