Electronic Games Improve Adult Learning in Diverse Populations

2011 ◽  
pp. 1495-1512
Author(s):  
Robert D. Tennyson ◽  
Robert L. Jorczak
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
Cognitive Complexity ◽  
Management Strategies ◽  
Cognitive Learning ◽  
Game Studies ◽  
Diverse Populations ◽  
Simulation Games ◽  
Effective Development ◽  
Electronic Games

Impressed by the motivation and effort displayed by players of complex and highly interactive electronic games, psychological researchers seek to apply gaming techniques to enhance globalization of diverse populations in problem solving and decision making. Researchers are interested in identifying characteristics of entertainment games that influence player motivation and learning. From the perspective of Interactive Cognitive Complexity theory, researchers need to examine how game variables relate to key learning components, including learner affect, cognitive strategy, and knowledge/skill acquisition. From a learning perspective, video simulation games are primarily a series of problem solving interactions set in a specific virtual context and using various learning aids that support the solving of problems to achieve the object of the game. Cognitive problem solving factors and strategies are; therefore, key independent variables for learning game studies. In creating such a framework, the authors propose five conceptual categories of instructionally relevant game variables: (1) virtual context, (2) problem specification, (3) interaction and control, (4) learning support, and (5) social interaction. Proposed is that electronic gaming methodology, founded in cognitive learning theory, will enhance efficient and effective development efforts to improve learning of global management strategies.

Electronic Games Improve Adult Learning in Diverse Populations

2010 ◽  
pp. 17-34
Author(s):  
Robert D. Tennyson ◽  
Robert L. Jorczak
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
Cognitive Complexity ◽  
Management Strategies ◽  
Cognitive Learning ◽  
Game Studies ◽  
Diverse Populations ◽  
Simulation Games ◽  
Effective Development ◽  
Electronic Games

Impressed by the motivation and effort displayed by players of complex and highly interactive electronic games, psychological researchers seek to apply gaming techniques to enhance globalization of diverse populations in problem solving and decision making. Researchers are interested in identifying characteristics of entertainment games that influence player motivation and learning. From the perspective of Interactive Cognitive Complexity theory, researchers need to examine how game variables relate to key learning components, including learner affect, cognitive strategy, and knowledge/skill acquisition. From a learning perspective, video simulation games are primarily a series of problem solving interactions set in a specific virtual context and using various learning aids that support the solving of problems to achieve the object of the game. Cognitive problem solving factors and strategies are; therefore, key independent variables for learning game studies. In creating such a framework, the authors propose five conceptual categories of instructionally relevant game variables: (1) virtual context, (2) problem specification, (3) interaction and control, (4) learning support, and (5) social interaction. Proposed is that electronic gaming methodology, founded in cognitive learning theory, will enhance efficient and effective development efforts to improve learning of global management strategies.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

scholarly journals Global Economy Crisis and its Impact on Operational Container Carrier’s Strategy

2018 ◽  
Vol 30 (2) ◽  
pp. 187-194
Author(s):  
Vladimir Jerebić ◽  
Stanislav Pavlin
Keyword(s):  
Problem Solving ◽  
Global Economy ◽  
Management Strategies ◽  
Business Environment ◽  
Market Potential ◽  
Container Shipping ◽  
Freight Rates ◽  
New Business ◽  
Cyclic Changes ◽  
Economic And Financial Crisis

The shipping market is an economic derivative of global production and trade, being precariously subject of their cyclic changes, depressions and expansions. This paper analyses the condition of global container shipping market, caused by long-lasting economic and financial crisis that begun in 2008, but is still much visible within the container industry, particularly through overcapacity and low freight rates. It also deals with major changes of maritime container carrier’s management strategies, development and application of advanced transportation, technological, technical, economical, organizational and commercial measures in order to adapt and cope with new business environment. Finally, an attempt is made to forecast the market, potential difficulties and to propose problem-solving measures.

Integrated Learning: Explicit Strategies and Their Role in Problem-Solving Instruction for Students with Learning Disabilities

1993 ◽  
Vol 59 (5) ◽  
pp. 444-455 ◽  
Author(s):  
Maurice Hollingsworth ◽  
John Woodward
Keyword(s):  
Computer Simulation ◽  
Learning Disabilities ◽  
Problem Solving ◽  
Secondary Students ◽  
Comparison Group ◽  
Strategy Group ◽  
Integrated Learning ◽  
Students With Learning Disabilities ◽  
Simulation Games ◽  
Experimental Group

This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.

scholarly journals PENERAPAN MAGANG KOGNITIF (COGNITIVE APPRENTICESHIP) UNTUK MENGAJARKAN KETERAMPILAN METAKOGNITIF DAN HASIL BELAJAR KOGNITIF SISWA

2017 ◽  
Vol 2 (2) ◽  
pp. 212
Author(s):  
Dian Anisa Rokhmah Wati ◽  
Tukiran Tukiran ◽  
Muslimin Ibrahim
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Cognitive Learning ◽  
Cognitive Apprenticeship ◽  
Reciprocal Teaching ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Static Group ◽  
Cognitive Learning Outcomes

The main aim of this research are to describe (1) cognitive learning outcomes of students who were taught using the cognitive apprenticeship using reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), and schoenfeld problem solving (SPS) strategies and (2) metacognitive skill level of students who are taught using the cognitive apprenticeship with RT, SB, and SPS strategies. This type of research is experimental research using the static group pretest-posttest design consisting of three classes of experiments with different treatments. Research subjects are students of XI IPA 2 SMA Darul Ulum Unggulan BPPT Jombang by the number of each class of experiments is 22 students. Instruments used are in the form of test and questionnaire. Students' cognitive learning outcomes data obtained will be analyzed with one way ANOVA using SPSS 19 and questionnaire data will be described.The result of data analysis revealed that Ho is rejected and Hi is accepted. It means that there was differences in cognitive learning outcomes of students who were taught using the cognitive apprenticeship with RT, SB, and SPS strategies. Metacognitive skill level of individual students experiencing increased tendency for RT, SB, and SPS class, while the average grade of students' metacognitive skills is in grade 3, developing grade for RT and SB class, while grade of students' metacognitive skills is in grade 4, ok grage for SPS class. It can be concluded that the cognitive apprenticeship learning with SPS strategy can be used to teach metacognitive skills with more scaffolding and advised to use RT and SB strategies for suitable characteristics topic (reading and writing)Tujuan utama penelitian ini adalah untuk mendeskripsikan (1) Hasil belajar kognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi reciprocal teaching (RT), scardamalia and bereiter’s F.W (SB), dan schoenfeld problem solving (SPS), (2) Tingkat keterampilan metakognitif siswa yang diajarkan menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Jenis penelitian yang dilakukan adalah experimental research menggunakan static group pretest- postest design yang terdiri dari tiga kelas eksperimen dengan perlakuan yang berbeda-beda. Subjek penelitian yaitu siswa kelas XI IPA SMA Darul Ulum 2 Unggulan BPPT Jombang dengan jumlah masing-masing kelas eksperimen adalah 22 siswa. Instrumen yang digunakan berupa soal tes dan angket. Data hasil belajar kognitif siswa yang diperoleh akan dianalisis dengan anava satu jalur menggunakan SPSS 19 dan data angket akan dideskripsikan. Hasil analisis data menunjukkan terdapat perbedaan hasil belajar kognitif siswa yang diajar menggunakan magang kognitif dengan strategi RT, SB, dan SPS. Tingkat keterampilan metakognitif siswa secara individual mengalami kecendrungan meningkat untuk kelas RT, SB, dan SPS, sedangkan secara rata - rata kelas tingkat keterampilan metakognitif siswa berada pada tingkat 3 yaitu tingkat developing untuk kelas RT, dan SB, sedangkan untuk kelas SPS berada pada tingkat 4 yaitu tingkat ok. Disimpulkan bahwa pembelajaran magang kognitif dengan strategi SPS dapat digunakan untuk mengajarkan keterampilan metakognitif, dengan pendampingan yang lebih maksimal dan disarankan untuk menerapkan strategi RT dan SB pada topik yang memiliki karakteristik yang sesuai yaitu membaca dan menulis

Assessing Problem Solving in Simulation Games

2017 ◽  
pp. 157-176
Author(s):  
Harold F. O’Neil ◽  
Hsin-Hui Chen ◽  
Richard Wainess ◽  
Chun-Yi (Danny) Shen
Keyword(s):  
Problem Solving ◽  
Simulation Games

Cognitive control

2021 ◽  
pp. 93-116
Author(s):  
John Toner ◽  
Barbara Gail Montero ◽  
Aidan Moran
Keyword(s):  
Executive Function ◽  
Problem Solving ◽  
Cognitive Control ◽  
Empirical Evidence ◽  
Skill Acquisition ◽  
Mental Representations ◽  
Phenomenological Analysis ◽  
Cognitive Responses ◽  
Expert Performance ◽  
On Line

What role might intuition and deliberation play during the performance of well-learned skills? Dreyfus and Dreyfus’ (1986) influential phenomenological analysis of skill-acquisition proposes that expert performance is guided by non-cognitive responses which are fast, effortless, and intuitive in nature. Although Dreyfus and Dreyfus (1986) recognize that, on occasions (e.g. when performance goes awry for some reason), a form of ‘detached deliberative rationality’ may be used by experts to improve their performance, they see no role for calculative problem solving or deliberation (i.e. drawing on rules or mental representations) when performance is going well. The current chapter counters this argument by drawing on empirical evidence and phenomenological description to argue that skilled performers use cognitive control (an executive function) across a range of sporting situations (i.e. in training, pre-performance routines, on-line skill execution) in order to maintain and enhance performance proficiency.

Our Cyber-Systemic Future

2020 ◽  
pp. 1969-1978
Author(s):  
Raul Espejo
Keyword(s):  
Cognitive Complexity ◽  
Management Strategies ◽  
Social Situations ◽  
Communication Tools ◽  
Systemic Thinking ◽  
Complexity Management ◽  
Policy Responses ◽  
The World ◽  
Systemic Nature ◽  
World Organisation

How can systems and cybernetics address the issues arising from an increasingly complex world, that often is beyond our traditional response capabilities? The author argues that to address such complexity we require imaginative propositions and innovative behaviours to see and address the inherently systemic nature of our world, which too often is fragmented by policies driven by non-systemic models. Socially, we live in a world experiencing systemic deficit; our policy responses are often fragmented, but even if they are not, socially designed responses fail to recognise environmental constraints and produce innovative allocations of requisite resources to make them happen. The author argues that conversational spaces, such as those offered by the World Organisation of Systems and Cybernetics [WOSC], and other cybersystemic associations, should help dealing with fragmentation and resources allocation; he sees these conversations as necessary contributions to redress our systemic deficit. Systemic thinking should help in visualising social situations as wholes, thus reducing the chances of dysfunctional fragmentation and cybernetics should help us understanding processes of dynamic stability in the interactions among and between people, institutions, and organizations. Systemic thinking should give us methodological tools; cybernetics should give us communication tools to manage the complexity of situations from the local to the global. The paper discusses complexity management strategies, emphasising the need to deal operationally with this complexity rather than cognitively; operational complexity is orders of magnitude larger than cognitive complexity. The paper ends up with an illustration of these complexity management strategies in higher education.

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