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

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...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Omid Noroozi, Simon McAlister, Martin Mulder
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2016
Materias:	argumentation attitudinal change epistemic beliefs dialogue digital game Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/ef2af0365bb748fda4ddc10de1617590
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:ef2af0365bb748fda4ddc10de1617590
record_format	dspace
spelling	oai:doaj.org-article:ef2af0365bb748fda4ddc10de16175902021-12-02T19:25:28ZImpacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue10.19173/irrodl.v17i3.22971492-3831https://doaj.org/article/ef2af0365bb748fda4ddc10de16175902016-05-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2297https://doaj.org/toc/1492-3831The 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. Omid NorooziSimon McAlisterMartin MulderAthabasca University Pressarticleargumentationattitudinal changeepistemic beliefsdialoguedigital gameSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 17, Iss 3 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	argumentation attitudinal change epistemic beliefs dialogue digital game Special aspects of education LC8-6691
spellingShingle	argumentation attitudinal change epistemic beliefs dialogue digital game Special aspects of education LC8-6691 Omid Noroozi Simon McAlister Martin Mulder Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
description	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.
format	article
author	Omid Noroozi Simon McAlister Martin Mulder
author_facet	Omid Noroozi Simon McAlister Martin Mulder
author_sort	Omid Noroozi
title	Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
title_short	Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
title_full	Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
title_fullStr	Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
title_full_unstemmed	Impacts of a Digital Dialogue Game and Epistemic Beliefs on Argumentative Discourse and Willingness to Argue
title_sort	impacts of a digital dialogue game and epistemic beliefs on argumentative discourse and willingness to argue
publisher	Athabasca University Press
publishDate	2016
url	https://doaj.org/article/ef2af0365bb748fda4ddc10de1617590
work_keys_str_mv	AT omidnoroozi impactsofadigitaldialoguegameandepistemicbeliefsonargumentativediscourseandwillingnesstoargue AT simonmcalister impactsofadigitaldialoguegameandepistemicbeliefsonargumentativediscourseandwillingnesstoargue AT martinmulder impactsofadigitaldialoguegameandepistemicbeliefsonargumentativediscourseandwillingnesstoargue
_version_	1718376593934516224

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

Ejemplares similares