The synergistic effects in an AI-supported online scientific argumentation learning environment

Abstract

This study combines scientific argumentation, gamified learning, and textual scaffolding to address the needs of cognitive, affective, and skill-based dimensions, designing an AI-interactive learning environment. Through the synergy created by these three dimensions, it aims to promote scientific argumentation learning. An online learning platform called AI web-based online learning in argumentation (AWOLA) was developed to support the study, featuring three distinct versions: gamified learning with textual scaffolding, gamified learning only, and textual scaffolding only. Four scientific argumentation topics, arranged from descriptive to theoretical, were incorporated into the platform. A total of 285 ninth-grade students participated in this quasi-experimental study, evenly distributed across three experimental groups and a control group based on prior knowledge. The experimental groups used three different versions of AWOLA, while the control group received primarily teacher-centered lecture instruction. Results revealed that differences among the three experimental groups were more pronounced for theoretical scientific argumentation topics compared to descriptive ones. Students in the group experiencing the most comprehensive synergy outperformed others in scientific knowledge understanding (including learning progress and retention), learning motivation, and the construction of multiple arguments. These students demonstrated precise use of scientific terminology and interacted with AI as a bridge connecting abstract concepts to everyday experiences. Even with AI-assisted learning, there is still considerable room for improvement in students' argumentation skills.