Moral Reasoning in Peer Conversations during Game-Based Learning: An Exploratory Study

Autor/inn/en	Ilten-Gee, Robyn; Hilliard, Lacey J.
Titel	Moral Reasoning in Peer Conversations during Game-Based Learning: An Exploratory Study
Quelle	In: Journal of Moral Education, 50 (2021) 2, S.140-165 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ilten-Gee, Robyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7240
DOI	10.1080/03057240.2019.1662775
Schlagwörter	Moral Values; Moral Development; Thinking Skills; Values Education; Instructional Innovation; Pretests Posttests; Intervention; Grade 6; Computer Games; Cartoons; Ethics; Decision Making; Teaching Methods; Peer Relationship; Discourse Analysis; Discussion; Grade 5; Scaffolding (Teaching Technique) + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Moralische Entwicklung; Denkfähigkeit; Werterziehung; Educational Innovation; Bildungsinnovation; School year 06; 6. Schuljahr; Schuljahr 06; Computer game; Computerspiel; Computerspiele; Zeichentrickfilm; Ethik; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Diskursanalyse; Diskussion; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	This mixed-methods study is an exploration of fifth and sixth grade students' interactions with an online game called "Quandary," a comic-book-esque game aimed at stimulating ethical decision-making. Building on the domain-based moral education framework, researchers designed and implemented a short-term intervention in three classrooms in which students played an episode of "Quandary" in pairs. Students' pre- and post-test reasoning assessment responses were coded for reasoning levels and coordination types. Conversations between 12 student pairs were recorded during game-play. We coded their speech for transactive discourse. We focus on two pairs of students that engaged in sophisticated transactive discourse; we discuss the potential of their interactions and demonstrate the potential of "Quandary" as a catalyst for moral discussion. Implications for informing innovative approaches to moral education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01