Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue

Autor/inn/en	Noroozi, Omid; McAlister, Simon; Mulder, Martin
Titel	Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
Quelle	In: International Review of Research in Open and Distributed Learning, 17 (2016) 3, S.208-230 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-3831
Schlagwörter	Epistemology; Beliefs; Persuasive Discourse; Genetics; Debate; Food; Attitude Change; Computer Games; Scaffolding (Teaching Technique); Pretests Posttests; Educational Technology; Technological Advancement; Technology Integration; Influence of Technology; Learner Engagement; Internet; Distance Education; Blended Learning; Electronic Learning; Higher Education; Foreign Countries; Biological Sciences; College Students; Educational Environment; Group Activities; Biotechnology; Netherlands + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Belief; Glaube; Persuasion; Persuasive Kommunikation; Humangenetik; Debating; Streitgespräch; Lebensmittel; Attitudinal change; Einstellungsänderung; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien; Technological development; Technologische Entwicklung; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Abwasserbiologie; Collegestudent; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gruppenaktivität; Biotechnologie; Niederlande
Abstract	The goal of this study was to explore how students debate with their peers within a designed context using a digital dialogue game, and whether their epistemic beliefs are significant to the outcomes. Epistemic beliefs are known to colour student interactions within argumentative discourse, leading some students to hold back from interactions. By designing an online small group activity based around an issue both important and controversial to the students, with multiple viewpoints in each group and with the scaffolding provided by a dialogue game, it was examined whether these epistemic effects were still evident within their argumentative discourse. Furthermore, the study examined whether the activity design improves students' willingness to argue with each other, and their openness to attitudinal change. A pretest, posttest design was used with students who were assigned to groups of four or five and asked to argue on a controversial topic. Their aim was to explore various perspectives and to debate the pros and cons of the use of Genetically Modified Organisms (GMOs). While previous research has shown that some epistemic beliefs lead to less critical engagement with peers, the results presented here demonstrate that activity design is also an important factor in successful engagement within argumentative discourse. (As Provided).
Anmerkungen	Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01