Developing Written Argumentation Skills With an Educational Simulation Game (ESG): The Design and Implementation of the GlobalEd ESG

Jeremy Riel, Kimberly A. Lawless

Source Title: Cases on Innovative and Successful Uses of Digital Resources for Online Learning

ISBN13: 9781799890041|ISBN10: 179989004X|ISBN13 Softcover: 9781799890058|EISBN13: 9781799890065

DOI: 10.4018/978-1-7998-9004-1.ch007

MLA

Riel, Jeremy, and Kimberly A. Lawless. "Developing Written Argumentation Skills With an Educational Simulation Game (ESG): The Design and Implementation of the GlobalEd ESG." Cases on Innovative and Successful Uses of Digital Resources for Online Learning, edited by Pamela Sullivan, et al., IGI Global, 2022, pp. 151-177. https://doi.org/10.4018/978-1-7998-9004-1.ch007

APA

Riel, J. & Lawless, K. A. (2022). Developing Written Argumentation Skills With an Educational Simulation Game (ESG): The Design and Implementation of the GlobalEd ESG. In P. Sullivan, B. Sullivan, & J. Lantz (Eds.), Cases on Innovative and Successful Uses of Digital Resources for Online Learning (pp. 151-177). IGI Global. https://doi.org/10.4018/978-1-7998-9004-1.ch007

Chicago

Riel, Jeremy, and Kimberly A. Lawless. "Developing Written Argumentation Skills With an Educational Simulation Game (ESG): The Design and Implementation of the GlobalEd ESG." In Cases on Innovative and Successful Uses of Digital Resources for Online Learning, edited by Pamela Sullivan, Brian Sullivan, and Jessica Lantz, 151-177. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9004-1.ch007

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Abstract

In this chapter, the authors present the case of GlobalEd, a virtual educational simulation game (ESG) that focuses on the development of student written argumentation and socio-scientific literacy skills over the course of play. Interactions within the simulation emphasize the use of written argumentation among players throughout the game's entire duration through an online communications system that is a fundamental part of all play interactions. Through this case illustration, they describe the rationale and design for GlobalEd, particularly toward its primary learning outcomes of written communication, argumentation, and collaboration. They illustrate the interactive portions of the game that are designed to elicit skill development in these areas and provide examples of actual interactions by students as they work toward these goals. Finally, they provide a brief synopsis of the studied effects of GlobalEd over the last decade in authentic classroom settings through experimental and other efficacy analyses.