Effects of a Digital Dialogue Game and Epistemic Beliefs on Learning, Argumentation, and Student Satisfaction in Higher Education

• In Event: 33.079 - Roundtable Session 12
  In Roundtable Session: 33.079-18 - Virtual Realities: Media and Technology in Campus Learning Environments

Abstract

This study explored how students engage with argumentative discourse activities in a digital dialogue game, and whether epistemic beliefs are significant to the outcomes. Furthermore, it was examined whether argumentation leads to modification of students’ attitudinal change. A pre-test, post-test design was used with students who were assigned to groups of four. They were asked to argue a controversial topic with the aim of exploring various perspectives, and the 'pros and cons' on the topic of 'Genetically Modified Organisms (GMOs)'. The results show that the game facilitated argumentative discourse and a willingness to argue and challenged peers, regardless of students’ epistemic beliefs. Furthermore, the game was evaluated positively in terms of students’ motivation and satisfaction with the learning experience.

Authors

• Martin Mulder, Wageningen University

• Omid Noroozi, Wageningen University