[en] Problem solving is one of the most essential skills for individuals to be successful at their daily lives
and careers. When problems become complex, solving them involves identifying relationships among a
multitude of interrelated variables, to achieve multiple different possible solutions. Teaching Complex
Problem Solving (CPS) skills in formal education contexts is challenging. In this research, we examined
if through an innovative game-design course middle school students improved in their CPS skills. Our
results showed that students showed significant improvements in their CPS skills, especially in terms of
system exploration, t(10) = 2.787, p = .019; system knowledge, t(10) = 2.437, p = .35; system application,
t(10) = 2.472, p = .033. In addition, there was a statistically significant change in students’ interest
for CPS after attending the GDL program, t(6) = 3.890, p = .008. We discuss implications regarding
use of game-design tasks as contexts to teach CPS skills in formal and informal educational contexts.
Disciplines :
Education & enseignement
Auteur, co-auteur :
Akcaoglu, Mete
SONNLEITNER, Philipp ; University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Luxembourg Centre for Educational Testing (LUCET)
Hodges, Carl
Gutierrez, Antonio
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Teaching Complex Problem Solving Through Digital Game Design
