Abstract
This experimental research aimed to investigate the use of a board game for improving argumentation and counter-argumentation skills related to the 2030 Agenda in middle school students. The study involved two different classroom conditions, one where a board game was used, and another where a frontal lesson was held using slides. Pre-test and post-test questionnaires were administered to investigate the students’ interest and knowledge of the 2030 Agenda before and after the experience. Each student was then asked to write an argumentative essay, about their favorite topic of the 2030 Agenda, illustrating the reasons why it was important for them.
The results showed that the board game condition led to higher interest and better learning outcomes than the frontal lesson condition, but both conditions showed significant improvement in interest and knowledge of the 2030 Agenda. This highlights the importance of developing argumentative and counter-argumentative skills in middle school students and the potential of games as practical tools to make learning more engaging and effective.
The findings also suggest that there should be a synergy between traditional teaching approaches and innovative approaches such as games to improve learning outcomes. Future research could explore the long-term effects of such interventions and the potential of games for improving other soft skills in students. Overall, this study contributes to the growing literature on the effectiveness of games for education and highlights the importance of incorporating innovative approaches in education to improve learning outcomes.
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Cappelli, P., Tarchi, C., Boncinelli, L. (2024). Exploring the Effectiveness of Game-Based Learning in Teaching the 2030 Agenda to Middle School Students. In: Clayton, M., Passacantando, M., Sanguineti, M. (eds) Intelligent Technologies for Interactive Entertainment. INTETAIN 2023. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 560. Springer, Cham. https://doi.org/10.1007/978-3-031-55722-4_2
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