Designing Scientific Argumentation into the Mission HydroSci Game Based Learning Curriculum

This paper provides an introduction to the argumentation system being developed as part of the Mission HydroSci (MHS) learning game. We will report results from the early stages of development over three iterative phases of design work. The results of these phases suggest progress toward richer argumentation scenarios, which support scientific learning and the Next Generation Science Standards (NGSS). We will describe how the system supports richer argumentation interactions in three specific ways: 1) dynamic evidence collected by the player in problem-based simulation experiences, 2) complex argument generation, and 3) an intelligent assessment system, which allows for specific player feedback. We will discuss our design progression and how these game mechanics evolved as well as provide implications for supporting argumentation development in learning games.