"Try Asking Questions": Scaffolding Argumentative Skill Development in Online Educational Simulations

• In Event: What's Going Online? Effectiveness of Digital Learning

Abstract

The effectiveness of an online educational game, called Place out of Time, for enhancing argument skills is tested in this paper. The game involves mentors scaffolding argument skills for middle and high school students (N = 102) who play historical characters over 10 weeks. Scaffolding through questions and students’ social cognitive development were examined. Situation questions and challenges at T1 were associated with functional justifications at T2, solicited viewpoints predicted functional comparative arguments, and issue analysis and integrative move questions predicted critiques of others’ arguments. Similarly, issue, situation and header questions predicted integrative move questions. Interpersonal construct differentiation was highly correlated with functional comparison argument and counterargument skills. In sum, the scaffolding environment of asking questions facilitated argument skill development at T2 in the simulation, but individual differences in construct differentiation were also correlated with argument skill. Future research needs for unpacking the mechanisms of argument skill development are discussed.

Authors

• Susan Lee Kline, Ohio State U

• Jonathan D'Angelo, University of Wisconsin Communication Arts

• Molly Sharp, Ohio State U