Specific game features scaffold scientific thinking in ways the authors claim are non-existent in most inquiry-based learning environments¶

Claim · All claims
Evidence · 1 study · design r2 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors argue that specific game features scaffold students' argumentation process, creating supports for student thinking absent from most inquiry-based learning environments. → Squire 2007

Evidence¶

Squire 2007¶

Squire, K.D., Jan, M. (2007). Mad City Mystery: Developing Scientific Argumentation Skills with a Place-based Augmented Reality Game on Handheld Computers. J Sci Educ Technol 16, 5–29. https://doi.org/10.1007/s10956-006-9037-z

q1 · i? · design · r2

This is the authors' interpretive argument (type e) from the abstract, not a tested comparison; the article offers it as a design claim about Mad City Mystery's game features rather than a measured effect.

"We argue that specific game features scaffold this thinking process, creating supports for student thinking non-existent in most inquiry-based learning environments."

Discussion¶

Related Claims¶

• The authors of three case studies (roughly 28 students) argue that a place-based augmented reality game, Mad City Mystery, holds potential for engaging students in scientific argumentation — related
• Student argument quality in the game showed limits: one group discarded a hypothesis despite evidence still partially supporting it — a narrower finding that bears on this claim
• Argumentation Improves Reasoning — a broader claim this one bears on
• Game structures, role playing, and the physical environment are identified as factors shaping students' thinking in AR game play — related