Fostering undergraduates’ critical thinking is a ubiquitous goal across disciplines (e.g. Gellin, 2003). How best to support the development of these skills has been a topic of debate. In this study, we investigated the design and effectiveness of a card-based game focused on student understanding of common fallacies. 13 Fallacies is designed with the intention to improve the quality of student reasoning by engaging them in exploration of common fallacies in thinking and associated social negotiation. There is strong theoretical support for 13 Fallacies to yield positive learning outcomes. Using a design-based research approach, we have completed an iterative design phase, play testing phase and have collected data on student learning outcomes as a result of classroom implementation of 13 Fallacies. Results indicate that 13 Fallacies improved student understanding of common fallacies in thinking.
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