Over the last decade, researchers have identified complex epistemic practices in online gaming communities. Such research invites the question: Can games engender these attitudes and behaviors, or do they merely provide an outlet for players already predisposed to these forms of knowledge production? This question poses both theoretical and design challenges for learning scientists. Among other things, there is a need to know what types of activities can elicit epistemic practices of interest and render them detectable. Likewise, it is poorly understood how different design features influence learners' epistemic judgments. This study thus pursued the following two key questions: 1. How do constraints designed into a scientific argumentation game for adult learners influence players' epistemic cognition and valuations over the course of the game? 2. How might epistemic practices enacted during game play be detected and analyzed? This work describes a study carried out using a custom multiplayer, app-enhanced board game focused on scientific argumentation, which entails negotiation of various resource constraints. 7 dyads participated in the full study (14 participants total, ages 18 to 41). Participants were shown a demonstration video to walk them through the first turn of play and were then encouraged to explain their in-game decisions for the remaining turns. Data collected included audio and video recordings, as well as screen recordings and event log data from tablet devices provided to players. 3 dyads were subjected to qualitative coding and verbal analysis. The main findings of the analysis are: • Players reserved their cognitive effort for epistemic aims they deemed most significant. • Key decision points in the game's structure prompted players to make epistemic value judgments. • Players whose reasoning strategies were best matched with the forms of information available to them achieved their epistemic aims more reliably. The main conclusions and practical implications are: • Constraining access to information can create conditions for players to make epistemic value judgments. • Players may find many different ways to achieve their epistemic ends based on the types of information available to them. • Designers of educational games might experience challenges if attempting to create conditions for particular epistemic practices or reasoning strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]