Integrating a moral reasoning game in a blended learning setting: effects on students' interest and performance

Abstract

A new approach to moral education using blended learning has been developed. This approach involves 10 scenarios that are designed as a web-based game and serves as a basis for group moral-consequence-based reasoning, which is developed based on a hypothetical-deductive model. The aim of the study was to examine the changes in students' blended learning interest and reasoning ability in a time series experimental design. After playing the game with the 10 initial scenarios during the first week of the study, participants were subjected to five blended learning sessions that required them to discuss the consequences of one of the 10 scenarios using hypothetical-deductive reasoning. After six weeks, the data from the 110 participants were analyzed using time series statistics. The results indicated that players were highly interested in the game, although their interest had a tendency to decrease slightly over time. Repetitive game play (i.e. practice) was positively associated with the players' moral reasoning performance. The study results may lend support to the design of a game with additional or more highly complex content for players to further develop students' consequential reasoning ability.

Keywords:

• cooperative/collaborative learning
• interactive learning environments
• media in education

Acknowledgements

This research is partially supported by the “Aim for the Top University Project” of National Taiwan Normal University (NTNU), sponsored by the Ministry of Education, Taiwan, R.O.C. and the “International Research-Intensive Center of Excellence Program” of NTNU and National Science Council, Taiwan, R.O.C. under Grant of NSC 103–2911-I-003–301.

Notes on contributors

Hong, Jon-Chao is a professor of Industrial Education at National Normal University of Taiwan, Taipei, Taiwan; e-mails: mailto:[email protected]; [email protected]. His interests center on creativity development of both students and teachers and digital-based learning. He has recently been awarded with the position of distinguished professor.

Hwang, Ming-Yueh is a professor of Adult and Continuing Education at National Normal University of Taiwan, Taipei, Taiwan; e-mails: mailto:[email protected]; [email protected]. Her interests lie on education.

Ms. Nein-Chen Wu was graduated from National Taiwan Normal University with a bachelor degree with History major and English minor. She joined Chair Professor Hong's research team, assisting to do the research of moral reasoning game in primary and high school students.

Ms Ying-Luan Huang is an art therapist and program practitioner at Dore Achievement Centre, Taiwan. She enjoys cross-discipline work and got an MA in Group and Intercultural Therapy, Goldsmiths, University of London. She also works with teenagers at a vocational school as a school counselor. She joined Professor Hong's research team and helped to conduct the integrated educational computer-based game research in a blended learning setting.

Lin, Pei-Hsin and Chen, Yi-Ling are research fellows at National Taiwan Normal University.