Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment

Eseryel, Deniz; Ge, Xun; Ifenthaler, Dirk; Law, Victor

doi:10.2190/ec.45.3.a

Cited by 54 publications

(41 citation statements)

References 19 publications

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“…We used previous literature on problem-solving literature to inform the development of our interview protocol (Jacob & Furgerson, 2012). Problem solving is described as having two main phases: problem representation (e.g., identifying the problem to be solved) and generation of solutions (e.g., creating solutions to identified problems; Ertmer & Stepich, 2005;Eseryel et al, 2011). Using these major problem-solving phases as a guide, we developed interview questions focusing on the role and value of online discussions in case-based learning, the specific approach they used for entering and navigating a discussion, motivators and challenges, reasons behind participation decisions, and their use of specific strategies (see Appendix A for the complete interview protocol).…”

Section: Data Collectionmentioning

confidence: 99%

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Koehler

Fiock

Janakiraman

et al. 2020

OLJ

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Asynchronous discussions are typically considered an essential aspect of online case-based learning. While instructors implement discussions to support a variety of instructional purposes during case-based learning (e.g., facilitate students’ sense making, prompt the consideration of diverse perspectives, debate complex topics), whether students receive the expected benefits is unclear, and little research has considered how students intentionally participate in discussions to support their learning during case-based learning. At the same time, students’ participation in asynchronous online discussions represents a complex endeavor. That is, students must make several decisions regarding how to effectively participate, while simultaneously experiencing several challenges. The purpose of this exploratory multiple-case study was to consider the experiences of six graduate students participating in asynchronous online discussions as a part of a case-based course. By analyzing these experiences, we were able to conceptualize students’ navigation of an asynchronous online discussion as a problem-solving process and consider individual problem-solving approaches. Results indicate that students relied primarily on instructors to determine the purpose of their discussion participation, expressed differing levels of value for participating in discussions, adopted a variety of strategies to meet discussion participation goals, and assessed their participation efforts mainly based on guidelines set by the instructor. We offer suggestions for effectively designing and facilitating asynchronous online discussions and discuss areas needing future research.

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Section: Data Collectionmentioning

confidence: 99%

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Koehler

Fiock

Janakiraman

et al. 2020

OLJ

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“…They work through challenges by manipulating systems and variables within the game world. The process of problem solving in MMOGs requires players to assess situations, analyze data, perform actions, evaluate the consequences of those actions, and draw appropriate conclusions, and these steps are key to cognitive development (Deniz, Victor, Dirk, Xun, & Raymond, 2014;Eseryel, Ge, Ifenthaler, & Law, 2011). MMOGs also include rich narrative storylines that have the power to turn the virtual world into a contextual and authentic network of narrative spaces (Jenkins, 2004).…”

Section: Learning In Massively Multiplayer Online Games (Mmogs)mentioning

confidence: 99%

“…In addition to the more traditional assessments, questionnaires, observations, and interviews, many researchers are now focusing on analyzing log-file data to reveal more stories behind the scenes regarding the interactions between student in-game behaviors and learning. Eseryel et al (2011) conducted a year-long implementation of McLarin's Adventures, an MMOG that asked students to play as researchers to colonize an uninhabited, uncharted planet, for examining the interplay between a learner's motivation, engagement, and complex problem-solving outcomes. Besides the use of complex problem scenarios for assessing complex problem solving, and motivation inventory for examining intrinsic motivation, student engagement during gameplay was assessed by the number of tasks completed and the time spent on the game as recorded in log files.…”

Section: Learning In Massively Multiplayer Online Games (Mmogs)mentioning

confidence: 99%

Analyzing gameplay data to inform feedback loops in The Radix Endeavor

Cheng

Rosenheck

Lin

et al. 2017

Computers & Education

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The purpose of this study is to explore some of the ways in which gameplay data can be analyzed to yield results that feed back into the learning ecosystem. There is a solid research base showing the positive impact that games can have on learning, and useful methods in educational data mining. However, there is still much to be explored in terms of what the results of gameplay data analysis can tell stakeholders and how those results can be used to improve learning. As one step toward addressing this, researchers in this study collected back-end data from high school students as they played an MMOG called The Radix Endeavor.Data from a specific genetics quest in the game were analyzed by using data mining techniques including the classification tree method. These techniques were used to examine the relationship between tool use and quest completion, how use of certain tools may influence content-related game choices, and the multiple pathways available to players in the game. The study identified that in this quest use of the trait examiner tool was most likely to lead to success, though a greater number of trait decoder tool uses could also lead to success, perhaps because in those cases players solving problems about genetic traits at an earlier point. These results also demonstrate the multiple strategies available to Radix players that provide different pathways to quest completion. Given these methods of analysis and quest-specific results, the study applies the findings to suggest ways to validate and refine the game design, and to provide useful feedback to students and teachers. The study suggests ways that analysis of gameplay data can be part of a feedback loop to improve a digital learning experience.

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“…Hence, in order to successfully solve complex and ill-structured problems, the person involved in problem-solving must be able to view and simulate the dynamic problem system in its entirety imagining the events that would take place if a particular action were to be performed (Eseryel, Ifenthaler, & Ge, 2013). It has been argued convincingly that all games serve as situated problem-solving environments, in which players are immersed in a culture and way of thinking (Eseryel, Ge, Ifenthaler, & Law, 2011;Gee, 2003 Collaboration is an essential part in most working environments because it encompasses different views, multiple skills, diverse experiences, analytical judgments, and rich knowledge. Common characteristics of definitions of a collaborative team include at least two involved individuals, common objectives, shared responsibility and interdependence as well as optimal performance (Ifenthaler, 2014).…”

Section: Introductionmentioning

confidence: 99%

Network Analytics of Collaborative Problem-Solving

Kerrigan¹,

Feng²,

Vuthaluru³

et al. 2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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Problem-solving and collaboration are regarded as an essential part of 21 st Century Skills. This study describes a task-focused approach to network analysis of trace data from collaborative problem-solving in a digital learning environment. The analysis framework builds and expands upon previous analyses of social ties as well as discourse analysis and adds new metrics of collaborative learning, problem-solving and personal learning. Using three forms of evidence-actions and use of resources, communications and constructed products-the article outlines and illustrates a framework for characterising individual and team performance on a team project as a basis for documenting individual and team behaviours linked to personal learning, collaboration and team problem solving. This study provides a preliminary demonstration of the effectiveness of network analysis on quantifying and visualizing individual-level and group-level performance in computer-mediated collaborative learning.

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Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment

Cited by 54 publications

References 19 publications

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Asynchronous Online Discussions During Case-Based Learning: A Problem-Solving Process

Analyzing gameplay data to inform feedback loops in The Radix Endeavor

Network Analytics of Collaborative Problem-Solving

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