Features of Entertainment Digital Games for Learning and Developing Complex Problem-Solving Skills: A Protocol for a Systemic Review

Abstract

Entertainment digital games (EDGs) can be used to promote real-world-relevant learning, even if they have not been specifically designed for educational purposes. This is especially true for EDGs that engage players in contexts that mimic real-world problem scenarios and support the development of knowledge and skills that can be transferred to out-of-game contexts. In these cases, gameplay learning can be a very effective means of promoting those cognitive capabilities that are central to addressing real-world challenges requiring complex problem-solving (CPS), but at the same time are particularly difficult to foster through formal educational environments and approaches. However, what features of EDGs can simultaneously promote player enjoyment and CPS processes, which specific CPS skills can be fostered, and by which mechanisms, are questions that remain largely unanswered in the current literature. This paper presents a protocol for a systematic review that aims to address this gap by examining relevant analysis and design frameworks for entertainment games. Selected frameworks will be reviewed by combining a game-centric and a player- centric perspective to identify structural elements of gameplay environments and tasks that may affect psychological processes relevant to the promotion of CPS capabilities. To this end, each framework will be subjected to a formal content analysis in which data will be extracted, coded, and analyzed based on the Work System Theory (WST) and the Cognitive Work Analysis (CWS) frameworks. The main outcome of the proposed systematic review will be a knowledge base that can help researchers, developers and practitioners to select the most appropriate methodological frameworks for the analysis and design of entertainment games capable of promoting CPS skills through gameplay learning. In addition, this protocol can also inform and guide further reviews of methods for analyzing and designing educational games.

The relation of complex problem solving with reflective abstraction: a systematic literature review

“…Table 1. Summary of research findings of the included studies Type of content References Relation CPS to knowledge i) in the CPS process, knowledge is used to understand problems and is applied to achieve goals [20]- [22]; ii) knowledge development is required for complex problem solving [23]; iii) the knowledge possessed, and the environment can stimulate CPS abilities on cognitive and environmental factors [7], [24]; iv) knowledge is built through abstraction to complex problems solving [25]; v) acquiring knowledge of the problem becomes the relationship between intelligence and the application of knowledge in the CPS process [26]- [28]; vi) CPS includes a large number of human higher-order cognitive processes [29]; vii) CPS is related to knowledge and understanding [27], [30], [31]; viii) the importance of knowledge tracking in CPS [32]; ix) there is influence of knowledge and cognitive ability on CPS performance [33], [34]; x) there was no interaction between CPS ability and gender, even though there were differences in math ability [35]; xi) knowledge of the problem will have a positive impact on the success of CPS [1]; xii) through learning can develop skills and experience in dealing with CPS [36]; xiii) metacognition plays a role in increasing motivation in the CPS process [37]; xiv) the roadmap helps the cultivation of knowledge and skills in CPS [38]; xv) problem-solving-based mathematics textbooks can increase knowledge in CPS [39]; xvi) the use of technology in learning can encourage knowledge in CPS [40]; xvii) the contribution of knowledge-based students by making examples based on their own experiences can train students' CPS [3], [41]; xviii) intelligence is highly correlated with CPS performance if the level of knowledge is moderate and has a small correlation if knowledge is very little or very much [16], [42]; xix) CPS as the application of knowledge and skills in the real world [43]; xx) knowledge as a basis for decision-making on CPS [44]; ...…”

A Hybrid Escape Room to Foster Motivation and Programming Education for Pre-Service Teachers

“…Games provide immersive and interactive environments that mimic real-world scenarios. This offers learners experiential learning opportunities, problem-solving exercises, and skill acquisition (Akkaya & Akpinar, 2022;Gyaurov et al, 2022). GBL in education has the potential to foster critical thinking, collaboration, and creativity among learners.…”