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Moral reasoning in peer conversations during game-based learning: An exploratory study.

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Title: Moral reasoning in peer conversations during game-based learning: An exploratory study.
Authors: Ilten-Gee, Robyn, Hilliard, Lacey J.
Source: Journal of Moral Education. Jun2021, Vol. 50 Issue 2, p140-165. 26p. 6 Charts.
Subjects: Moral reasoning, Conversation, Video games, Ethical decision making, Moral education, Transactive model (Communication), Social interaction
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Moral Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03057240.2019.1662775
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      – SubjectFull: Moral reasoning
        Type: general
      – SubjectFull: Conversation
        Type: general
      – SubjectFull: Video games
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      – SubjectFull: Ethical decision making
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      – SubjectFull: Moral education
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      – SubjectFull: Transactive model (Communication)
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      – SubjectFull: Social interaction
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              Text: Jun2021
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