来自在线视频游戏的反馈如何教授环境行动的论点写作

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Literacy Research Pub Date : 2021-03-01 DOI:10.1177/1086296X20986598
Ann M. Lawrence, Michael B. Sherry
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引用次数: 3

摘要

识字研究人员探索了如何在中学英语语言艺术(ELA)课堂上使用电子游戏作为补充文本,以支持阅读教学。然而,人们很少关注电子游戏,特别是旨在教授辩论的在线教育游戏,如何促进中学ELA学生的写作发展。在这篇文章中,我们描述了一个这样的游戏Quandary提供的教学反馈如何影响两名七年级学生在致州长的关于当地环境灾难的倡导信中的书面论点。我们将这两个嵌入的案例与10名重点学生的数据以及114名七年级学生(五个ELA班)的模式进行了比较。基于我们对学生游戏的截屏视频、他们的辩护信草稿和视频刺激的回忆访谈的分析,我们的结论是,游戏反馈奖励或惩罚预先确定的正确或错误的玩家动作可能会鼓励学生发展在更复杂的修辞环境中效果较差的论证策略,并可能培养虚假的能力感。
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How Feedback From an Online Video Game Teaches Argument Writing for Environmental Action
Literacy researchers have explored how video games might be used as supplementary texts in secondary English language arts (ELA) classrooms to support reading instruction. However, less attention has been focused on how video games, particularly online educational games designed to teach argumentation, might enhance secondary ELA students’ writing development. In this article, we describe how the pedagogical feedback provided by one such game, Quandary, influenced two seventh graders’ written arguments in advocacy letters addressed to the state governor regarding a local environmental disaster. We compare these two embedded cases to data from 10 focal students, as well as patterns from 114 seventh graders (in five ELA classes). Based on our analysis of screen-capture video of students’ gameplay, drafts of their advocacy letters, and video-stimulated recall interviews, we conclude that game feedback rewarding or penalizing predetermined right or wrong player moves may encourage students to develop argumentation strategies that are less effective in more complex rhetorical situations and may foster a false sense of competence.
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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