Learning Through Gameplay: An Approach to Improving Critical Thinking for At-Risk College Students

• In Event: 68.016 - Designing and Assessing Learning in Digital Environments

Abstract

Critical thinking skills are essential for undergraduates’ academic success. There is debate, however, about how to best cultivate these skills for learners who have deficits resulting from limited prior experience. This study investigated the effectiveness of a card-based game focused on student understanding of common fallacies. 13 Fallacies was designed to increase the quality of students’ reasoning by engaging them in play that involved social negotiation. There is strong theoretical support for 13 Fallacies to yield positive learning outcomes. Using design-based research, we completed an iterative design phase, play testing phase, and collected data on student learning from two studies. Results indicate that 13 Fallacies improved student understanding of common fallacies in thinking.

Authors

• Julia Gressick, Indiana University - South Bend

• Joel Langston, Indiana University - South Bend

• Kathleen M Sullivan, Indiana University South Bend