How Feedback from an Online Video Game Teaches Argument Writing for Environmental Action

Autor/inn/en	Lawrence, Anne M.; Sherry, Michael B.
Titel	How Feedback from an Online Video Game Teaches Argument Writing for Environmental Action
Quelle	In: Journal of Literacy Research, 53 (2021) 1, S.29-52 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sherry, Michael B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X20986598
Schlagwörter	Feedback (Response); Game Based Learning; Educational Games; Video Games; Writing Assignments; Writing Strategies; Persuasive Discourse; Letters (Correspondence); Local Issues; Water Pollution; Advocacy; Conservation (Environment); Language Arts; English Curriculum; Middle School Students; Early Adolescents; Grade 7; Public Schools; Suburban Schools + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Video game; Videospiel; Videospiele; Schreibtechnik; Persuasion; Persuasive Kommunikation; Brief; Gewässerverschmutzung; Sozialanwaltschaft; Conservation; Environment; Konservierung; Bewahung; Umwelt; Sprachkultur; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Public school; Öffentliche Schule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01