Investigating Learning Processes with Argumentative Writing in a Science Learning Game: A Content Analysis

• In Event: Learning Process and Engagement

Short Description

The purpose of this study is to conduct a qualitative content analysis of students’ written solutions in a science learning game. We identified different argumentation structures and interpreted the structures related to collaboration and knowledge gain in the game. These findings also indicate a rethinking of the ways to evaluate students’ written solutions to complex problems.

Authors

• Presenter: Lili Yan, Utah State University

• Contributor: Jina Kang, Utah State University