Using Game-Based Learning to Foster Critical Thinking in Student Discourse
Using Game-Based Learning to Foster Critical Thinking in Student Discourse
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DOI：
10.7771/1541-5015.1481
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发表时间：
2015-01-01
影响因子：
1.2
通讯作者：
Cicchino, Marc I.
中科院分区：
文献类型：
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作者：
Cicchino, Marc I.
以往的研究表明，学生语篇在知识建构和批判性思维能力培养中的重要性，特别是在以问题为基础的学习（PBL）领域。此外，越来越多的关于基于游戏的学习（GBL）的研究将玩某些类型的游戏与解决结构不良的问题进行了比较，引用了与PBL相似的学习条件（以学生为中心，小学生群体，教师作为促进者，问题作为发展的工具）和类似的学习成果（沟通，解决问题，批判性思维，协作）。然而，在理解GBL如何影响批判性思维体现在学生话语时，在传统的课堂环境中实施的差距。在这项研究中，我检查了学生的话语在整个GBL干预，旨在促进内容知识和批判性思维在8年级的社会研究教室。总共有三个八年级的社会研究班参与了干预。后测试和延迟后测试进行了整个8年级（10个社会研究类在两名教师）。对五组参与GBL干预的学生进行录像和分析。数据分析表明，GBL干预的功能和特定的游戏周期在促进更高水平的批判性思维方面是有效的，包括在参与合作性话语之前发展独立的信念，并提供指导性反思的机会。本研究对GBL框架的开发者、有兴趣探索GBL的研究者以及寻求将GBL整合到课堂中的教师都有一定的启示。
Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of ill-structured problems, citing similar conditions for learning (student centered, small student groups, teachers as facilitators, problems as vehicles for development), and similar learning outcomes (communication, problem-solving, critical thinking, collaboration) as PBL. However, there is a gap in understanding how GBL affects critical thinking as embodied by student discourse when implemented in traditional classroom environments. In this study, I examined student discourse throughout a GBL intervention designed to promote content knowledge and critical thinking in an 8th grade social studies classroom. A total of three 8th grade social studies classes engaged in the intervention. Post-tests and delayed post-tests were conducted for the entire 8th grade (ten social studies classes across two instructors). Five groups of students that engaged in the GBL intervention were videotaped and analyzed. Data analysis showed that features of the GBL intervention and particular cycles of gameplay were effective in promoting higher levels of critical thinking, including the development of independent beliefs prior to engaging in collaborative discourse and providing opportunities for guided reflection. This study has implications for the developers of GBL frameworks, researchers interested in exploring GBL, and teachers seeking to integrate GBL into their classrooms.