Exploring The Impact of Tyto Online on the Argumentation Skills and Science Content Knowledge of Middle Schoolers

For decades now, teachers and researchers alike have explored the use of digital games as learning tools. Science-based games can provide a context for students to explore scientific ideas and engage in science and engineering practices, including argumentation. Scientific argumentation is essential because it allows students to use scientific reasoning and critical thinking. However, argumentation is not always an easy skill to teach. Therefore, researchers and educators have turned to games with their history of supporting both science content and science practice skills to assist teachers in cultivating argumentation skills with their students. This dissertation will examine the impact of a science-based digital game, Tyto Online, designed to support science content knowledge and argumentation skills for middle school-aged children. Tyto Online is a role-playing game that allows players to actively participate in scientific inquiry and solve authentic problems within a game world. This dissertation will focus on the first two modules of the game, Cells to Organisms and Growth and Genetics, to explore the changes to students’ science content knowledge and argumentation skills that occur as students play the game. A multiple-case study design was employed to explore the impact of playing Tyto Online for three middle school aged children. Pre- and post-test data was collected on the students’ argumentation skills and science content knowledge relating to the game modules. Screen capture software and audio recordings were used to capture gameplay and provide insight into the students’ thinking while engaging with the game.