Inquiry Mediating Effects of Motivational Process on Problem-Solving Skills in Digital Game-Based Learning Context

2013 ◽  
Author(s):  
Chung-Chin Wu
Keyword(s):  
Problem Solving ◽  
Digital Game ◽  
Mediating Effects ◽  
Game Based Learning ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Motivational Process

VISOLE

2010 ◽  
pp. 185-206 ◽  
Author(s):  
Morris S.Y. Jong ◽  
Junjie Shang ◽  
Fong-Lok Lee ◽  
Jimmy H.M. Lee
Keyword(s):  
Problem Solving ◽  
Real Life ◽  
Computer Game ◽  
Design Strategy ◽  
Game Based Learning ◽  
Pedagogical Approach ◽  
Specific Knowledge ◽  
Problem Solving Skills ◽  
Subject Specific ◽  
Virtual Interactive

VISOLE (Virtual Interactive Student-Oriented Learning Environment) is a constructivist pedagogical approach to empower computer game-based learning. This approach encompasses the creation of a near real-life online interactive world modeled upon a set of multi-disciplinary domains, in which each student plays a role in this “virtual world” and shapes its development. All missions, tasks and problems therein are generative and open-ended with neither prescribed strategies nor solutions. With sophisticated multi-player simulation contexts and teacher facilitation (scaffolding and debriefing), VISOLE provides opportunities for students to acquire both subject-specific knowledge and problem-solving skills through their near real-life gaming experience. This chapter aims to delineate the theoretical foundation and pedagogical implementation of VISOLE. Apart from that, the authors also introduce their game-pedagogy co-design strategy adopted in developing the first VISOLE instance—FARMTASIA.

scholarly journals Comparison of E-Learning, M-Learning and Game-based Learning in Programming Education – A Gendered Analysis

2020 ◽  
Vol 15 (15) ◽  
pp. 133
Author(s):  
Sohail Iqbal Malik ◽  
Mostafa Al-Emran ◽  
Roy Mathew ◽  
Ragad M Tawafak ◽  
Ghaliya Alfarsi
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Teaching And Learning ◽  
Female Students ◽  
Male Students ◽  
Game Based Learning ◽  
Introductory Programming ◽  
Problem Solving Skills ◽  
Programming Education ◽  
E Learning

Learning to code is considered as a difficult and challenging task for a significant number of novice programmers in programming education. Novice programmers have to acquire different skills such as problem solving, program design, comprehension, and debugging at the same time. On the other hand, most introductory programming courses focus more on syntax of the programming language. In this study, we developed and introduced a ‘PROBSOL’ application in three different learning systems (E-learning, M-learning and Game-based learning) to enhance the problem solving skills of novice programmers in an introductory programming (IP) course. A survey was conducted with the IP students to determine their perception about all the three applications in the IP course. Gender differences were determined by comparing both female and male students’ responses for each question in the survey. The results of comparison show that male students were more satisfied with all the three applications compared to female students. Both female and male students perceived that all the three applications are user-friendly, enabled them to accomplish tasks more quickly, and enhanced their learning productivity. Overall, both male and female students appreciated all the three applications in the teaching and learning process of the IP course. This study implies that instructors can also use all the three applications as an additional teaching tool in the teaching and learning process of programming education.

The Pedagogical Application of Alternate Reality Games

2015 ◽  
Vol 5 (2) ◽  
pp. 18-38 ◽  
Author(s):  
Ronan Lynch ◽  
Bride Mallon ◽  
Cornelia Connolly
Keyword(s):  
Problem Solving ◽  
Evaluation Criteria ◽  
The Internet ◽  
Interactive Narrative ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Alternate Reality Games ◽  
Alternate Reality ◽  
Pedagogical Application ◽  
Selection Of

The advent of the Internet has been instrumental in producing new Game Based Learning (GBL) tools where education and games converge. Alternate Reality Games (ARGs) are one such GBL tool. Interactive narrative games that use the Internet as a central communications platform, ARGs challenge players to collaboratively collate a fragmented story. When used for educational purposes, Serious ARGs provide a novel form of GBL that encourages critical thinking, develops problem-solving skills and fosters collaborative learning. However, the pedagogical application of ARGs is still relatively new. This article presents a background to ARGs and Serious ARGs. It also outlines the lessons drawn from Plunkett's Pages, a Serious ARG that focuses on actual historical events. A selection of evaluation criteria, extracted from the reflections of those who played Plunkett's Pages are presented. These criteria are intended to enable novice ARG designers or educators to formatively evaluate an emerging ARG design.

Learning contextual factors, student engagement, and problem-solving skills: A Chinese perspective

2021 ◽  
Vol 49 (2) ◽  
pp. 1-18
Author(s):  
Yuan Zhao ◽  
Sheng Lin ◽  
Jinlan Liu ◽  
Jingyi Zhang ◽  
Qian Yu
Keyword(s):  
Student Engagement ◽  
Problem Solving ◽  
Effective Teaching ◽  
Teaching Practices ◽  
Contextual Factors ◽  
Higher Order ◽  
Learning Context ◽  
Problem Solving Skills ◽  
Higher Order Learning ◽  
Effective Teaching Practices

Although problem-solving skills are considered as key higher order cognitive skills, in the Chinese learning context there are gaps in the literature regarding more comprehensive examinations of which factors are likely to promote university students' creative problem-solving skills. We explored the relationships of the learning contextual factors of higher order learning and effective teaching practices with student rule-oriented, procedural, and intellectual engagement, and the students' problem-solving skills. Participants were 21,584 junior undergraduate students at 10 Chinese universities. Findings indicate that (a) effective teaching practices were the most important determinants in formulating students' problem-solving skills, (b) higher order learning was the strongest predictor of student engagement, and (c) student engagement components mediated the relationship between learning contextual factors and the development of problem-solving skills. The results of an importance–performance map analysis revealed that teachers' constructive feedback to students was a specific weakness in current Chinese teaching practices. Therefore, teachers need to provide students with more timely and facilitative feedback on their academic performance.

Implementation of Game-Based Learning to Enhance Students’ Problem Solving Skills—A Meta Analysis

2018 ◽  
Vol 24 (6) ◽  
pp. 4474-4477
Author(s):  
Nurfazliah Muhamad ◽  
Jamalludin Harun ◽  
Megat Aman Zahiri Megat Zakaria ◽  
Shaharuddin Md Salleh
Keyword(s):  
Problem Solving ◽  
Meta Analysis ◽  
Game Based Learning ◽  
Problem Solving Skills

Games in E-learning

2012 ◽  
pp. 179-209
Author(s):  
Michelle Aubrecht
Keyword(s):  
Problem Solving ◽  
Systems Thinking ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Evidence Based ◽  
Online Game ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
E Learning

Game-based learning is a dynamic and powerful way to engage students to develop evidence-based reasoning, analytical and critical thinking skills, problem-solving skills, systems thinking, and connect with peers, all of which are 21st century skills. Games can lead students to become participatory learners and producers instead of passive recipients. This chapter considers the following three approaches to using games with students: (1) an instructor makes a game for a specific learner outcome, (2) students make a game, and (3) an instructor uses a commercial or online game. The chapter emphasizes the second and third methods. Specific examples of how games are being used with students illustrate ways to teach with games.

Are Good Games Also Good Problems?

2013 ◽  
Vol 3 (4) ◽  
pp. 47-61
Author(s):  
Yu-Hao Lee
Keyword(s):  
Problem Solving ◽  
Multiple Solutions ◽  
Educational Games ◽  
Problem Based Learning ◽  
Digital Game ◽  
Game Based Learning ◽  
Web Based ◽  
Environmental Messages ◽  
Learning Principles

Based on theories from problem-based learning, this study content analyzed how educational messages are communicated to players in 108 web-based educational games. An argument of digital game based learning was also examined. Specifically the argument that good games will engage players with problems to solve, include more learning features to support problem-solving, and are more popular because of these learning features. This study found that the majority of games communicated environmental messages not as problems to solve and reflect upon, but as explicit values and facts to accept and memorize. The games that used ill-defined problems (i.e. multiple solutions) incorporated more learning principles than games that used well-defined problems (i.e. fixed solutions) and explicit facts. However, number of learning features did not predict game popularity.

scholarly journals Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

2020 ◽  
Vol 10 (2) ◽  
pp. 21-38 ◽  
Author(s):  
Benjamin Emihovich ◽  
Nelson Roque ◽  
Justin Mason
Keyword(s):  
Problem Solving ◽  
Video Game ◽  
Control Group ◽  
Brain Training ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Training Video ◽  
Tower Of Hanoi ◽  
Before And After ◽  
Two Measures

In this study, the authors investigated if two distinct types of video gameplay improved undergraduates' problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.

Acquiring Problem-Solving Skills Through Coding Games in Primary School

2022 ◽  
pp. 697-715
Author(s):  
Gaia Lombardi
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematics Curriculum ◽  
Game Based Learning ◽  
Problem Solving Skills ◽  
Inclusive Learning ◽  
Challenging Environment ◽  
Error Learning ◽  
Teaching Learning ◽  
Free Activity

Play is a spontaneous and free activity of the child and its role in learning processes has been recognized by pedagogical studies from Piaget onwards. Game-based learning places the pupil at the center of the teaching-learning process, creating a motivating and challenging environment in which the pupil can learn freely, proceeding by trial and error, learning to evaluate their choices and those of other players and monitor a number of variables. Game-based learning therefore stands as an individualized and inclusive learning environment, which allows all students to achieve maximum educational success. In more recent years, the spread of online games, the use of coding as a teaching tool, and distance learning experiences have contributed to spreading game-based didactics. In this chapter, the author proposes a path of coding games for the development of problem solving in primary school with interdisciplinary links and to the mathematics curriculum.

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