Digital Games as Cognitive Tools in Supporting Complex and Ill-Structured Problem-Solving: A Multiple-Case Study

• In Event: Games, Artificial Intelligence, and Digital Environments for Cognition and Learning

Abstract

A multiple-case study was conducted to explore students’ self-regulation and problem solving patterns in a digital game environment, which involved complex and ill-structured tasks to reduce pollution and address health issues for a city, and examine the role of a game on students’ ill-structured problem-solving experience. Six participants were asked to think aloud during their gameplay, which was analyzed in two dimensions: problem-solving and self-regulation. Followup interviews were conducted to understand students’ experience and challenges during the gameplay. Evidence showed that a digital game environment engaged students in complex problem-solving experiences and served as a cognitive tool to support self-regulation processes. However, without gameplay competence students were constrained in executing problem-solving strategies and thus prevented from benefiting from gameplay experience.

Authors

• Ali Ceyhun Muftuoglu, University of Oklahoma
  Presenting Author

• Xun Ge, University of North Texas
  Presenting Author