Using game-based learning to foster critical thinking in student discourse

In spite of a global shift that emphasizes the importance of critical thinking skills, America's schools are not yet equipped with a sufficient repertoire of pedagogical strategies necessary to foster these skills. The purpose of this dissertation is to explore the effectiveness of game-based learning (GBL) as a strategy for fostering higher-level critical-thinking skills so that it may potentially be appropriated for popular use in traditional school environments. I examined student discourse throughout a GBL intervention designed to promote content knowledge and critical thinking in an eighth grade social studies classroom. A total of three 8th grade social studies classes engaged in the intervention. Post-tests and delayed post-tests were conducted for the entire 8th grade (ten social studies classes across two instructors). Five groups of students that engaged in the GBL intervention were videotaped and analyzed. Data analysis showed that features of the GBL intervention and particular cycles of gameplay were effective in promoting higher levels of critical thinking, including the development of independent beliefs prior to engaging in collaborative discourse and providing opportunities for guided reflection. The portfolio that follows seeks to make the findings of my research on GBL practical via three major components: (1) an article written for publication in a scholarly journal; (2) curriculum for a fifteen-hour professional development course designed to share my learnings with fellow practitioners; and (3) a presentation to be delivered to school administrators with the purpose of sharing my findings, fostering discussion, and exploring potential avenues for effecting change in schools.