A Game-Based Approach to Teaching Social Problem-Solving Skills

Ang, Rebecca P.; Tan, Jean Lee; Goh, Dion Hoe‐Lian; Huan, Vivien S.; Ooi, Yoon Phaik; Boon, Jillian; Fung, Daniel

doi:10.4018/978-1-5225-0513-6.ch008

Cited by 4 publications

(3 citation statements)

References 90 publications

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“…Each step involves four developmental levels of interpersonal negotiation strategies: Level 0: Impulsive, Level 1: Unilateral, Level 2: Reciprocal, and Level 3: Collaborative. Moreover, a game-based approach can be used to teach social problem-solving skills (Ang et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Development of a Social Skills Education Game for Elementary School Students

Okada

Matsuda

2019

Simulation & Gaming

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Background. The latest Japanese National Curriculum emphasized the importance of active learning as well as communication skills in various subject areas. Following this trend, the social skills education (SSE) approach was adopted to promote and improve skills that facilitate interpersonal conflict resolution in elementary school students. Aim. This study developed a card game to help elementary school teachers perform SSE. The aims were to convince students to contemplate alternative solutions to problems in a way that incorporates suggestions from other students and to motivate children to think about problem solving in a social context. Methods. Our card game was developed based on Matsuda’s warp and woof model of problem-solving that emphasizes generating ideas concerning trade-off resolution in problem-solving. We then tested the game in a sample of 74 fourth grade (9-10 years old) elementary school students. Results. The findings suggest that the students understood the importance of considering new alternatives for trade-off resolution by playing our game. Conclusions. Despite the limitations of our study, such as the small sample size, our findings demonstrated that the game was successful in teaching most students the necessity of reaching a consensus in situations involving conflicting opinions.

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Section: Introductionmentioning

confidence: 99%

Development of a Social Skills Education Game for Elementary School Students

Okada

Matsuda

2019

Simulation & Gaming

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“…However, game-based learning research has revealed that well-designed games indeed address, challenge, and promote players holistically, incorporating all cognitive (Mayer, 2020), affective (Loderer et al, 2020), motivational (Ryan & Rigby, 2020), and sociocultural (Steinkuehler & Tsaasan, 2020) aspects of the human condition. Applications of game-based learning in science, technology, engineering, and mathematics (Klopfer & Thompson, 2020), or the development of educational games for critical thinking (Butcher et al, 2017) or social problem-solving (Ang et al, 2017) indicate at least the potential games may have for fostering deep engagement with the learning material and continuous practice of expertise. Utilizing LLMs for learning by generating games and purposefully gamifying learning materials may allow educators to fully harness the potential of games toward a new pedagogy of learning with AI.…”

Section: Conclusion and General Remarksmentioning

confidence: 99%

Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning

Huber,

Kiili,

Nebel

et al. 2024

Educ Psychol Rev

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This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of the generated output. Yet, due to their low opportunity cost, LLMs in education may pose some risk of over-reliance, potentially and unintendedly limiting the development of such expertise. Education is thus faced with the challenge of preserving reliable expertise development while not losing out on emergent opportunities. To address this challenge, we first propose a playful approach focusing on skill practice and human judgment. Drawing from game-based learning research, we then go beyond this playful account by reflecting on the potential of well-designed games to foster a willingness to practice, and thus nurturing domain-specific expertise. We finally give some perspective on how a new pedagogy of learning with AI might utilize LLMs for learning by generating games and gamifying learning materials, leveraging the full potential of human-AI interaction in education.

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“…7 In Singapore, we have started to deploy some of these strategies to assist the community teams in their work. 8 For children and adolescents with more serious and complex needs, specialist clinics continue to provide interventions that are differentiated and empirically robust, through the expertise of a multidisciplinary team (MDT) comprising not only of psychiatrists, but clinical psychologists, social workers and other mental health professionals. This represents the final element in the stepped care approach of the population-based RTI model.…”

Section: Examples In the Local Contextmentioning

confidence: 99%