Measuring problem solving skills via stealth assessment in an engaging video game

Shute, Valerie J.; Wang, Lubin; Greiff, Samuel; Zhao, Weinan; Moore, Gregory R.

doi:10.1016/j.chb.2016.05.047

Cited by 204 publications

(126 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“… In this line, Hwang, Wu, and Chen () propose carrying out problem‐solving activities through an online board game for elementary school students. This experience was considered positive both at the level of results and of motivation and fun. Shute, Wang, Greiff, Zhao, and Moore () measure acquisition of these skills in elementary school students via stealth assessment through a video game. They have verified that students that manage to complete the different stages of this video game obtain better academic results. …”

Section: State Of the Artmentioning

confidence: 99%

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

et al. 2019

View full text Add to dashboard Cite

Acquiring the skills needed to solve certain types of problems is one of the main challenges of distance university education, demanding extra motivation from students to tackle it. New technology should be one of our great allies in addressing these problems. This article proposes an expert system with a web‐based problem‐solving simulator for a multidevice environment in order to allow students to access an unlimited number of problems with their corresponding solutions, immediately, anytime and anywhere. The types of problems that can be used are those based on quantitative methods with a fixed methodology to be followed. A successful case study was carried out for the subject Operations Management at the Distance University of Madrid (UDIMA), with three different problem simulators having been developed. The results were very satisfactory compared with previous academic years in terms of motivation. A decrease in students that did not sit the final examination was observed, as was an increase in the number of visits to the Moodle classroom. Students also responded positively in their assessments of the initiative.

show abstract

Section: State Of the Artmentioning

confidence: 99%

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Problem solving has been studied by reseachers for many decades and is seen as one of the most important cognitive skill in many profesion, as well as in everyday life (Shute et al, 2016). problem solving is a self-directed cognitive-affective-behavioral process, by which an individual or a group attempts to find effective solutions to resolve problems they encounter in real life (Vahid et al, 2017).…”

Section: A Problem Solvingmentioning

confidence: 99%

“…As is meaningful learning then, students can easily associate new information on concepts relevant in their cognitive structure. One of the most important ways to gain learning meaningful is to practice the skills-based problem solving for students, because of this important competency is one that we believe should be fully embraced in our education systems (Shute et al, 2016). …”

mentioning

confidence: 99%

Problem Solving Skill Science on Junior High School for Different Academic

Retnowati

Suratno

Yushardi

2017

View full text Add to dashboard Cite

The rapid of education today requires empowerment skills to construct a science, one of the ways is adapting and training in a skill of problem-solving to face more advanced through learning and teaching materials. The purpose of this research is to know the difference skill of problem-solving based on learning science in junior high school in the different academic. Collecting data using rubric problem-solving skill given to students with academic distinction on April. The instrument of this research is a rubric problem-solving skill validated by the experts. The data were analysed with descriptive quantitative using Microsoft Exel. The result of data analysis of this research, there are some differences in problem-solving skills science of a junior high school of difference academic. A student who got the high score in academic tends to have better problem-solving skills. Key Words:Problem Solving; Academic; Sains INTRODUCTIONThe rapid development of the world of education requires students to be able to keep up with the times in order to adapt to the environment. The best adjustments can be obtained from the world of good education. Good education is a meaningful Education. Meaningful learning is a long term memory learning. As is meaningful learning then, students can easily associate new information on concepts relevant in their cognitive structure. One of the most important ways to gain learning meaningful is to practice the skills-based problem solving for students, because of this important competency is one that we believe should be fully embraced in our education systems (Shute et al, 2016).

show abstract

“…Problem çözme becerisiyle ilgili yurtdışında yapılan çalış-malara bakıldığında travmatik beyin hasarı bulunan çocuklarla (Janusz 2002), şizofreni hastalarıyla (Revheim & Medalia 2004), yüksek işlevli şizofreni hastalarıyla (Vaskinn et al 2009), ergenlerle (Chang 2002), ortaokul 7. Sınıf öğrencileriyle (Shute et al 2016), intihara meyilli psikiyatri hastalarıyla (Schotte et al 1987), hastanede yatarak tedavi gören psikiyatri hastası çocuklarla (Kazdin et al 1987), hafif depresyon hastalarıyla (Gotlib et al 1979) ve klinik depresyon hastalarıyla (Gotlib et al 1979), karşı gelme bozukluğu olan çocuklarla (Dunn et al 1997;Matthys et al 1999), davranım bozukluğu olan çocuklarla (Dunn et al 1997;Matthys et al 1999) ve dikkat eksikliği ve hiperaktivite bozukluğu olan çocuklarla (Matthys et al 1999) yapılmış çalışmalara rastlanmıştır. (Ocak & Eğmir 2014;Altunçekiç et al 2005), fizik (Çalışkan et al 2006), Türkçe (Ocak ve Eğmir 2014;Genç ve Kalafat 2007), İngilizce (Genç & Kalafat 2007), müzik (Otacıoğlu 2007), rehberlik ve psikolojik danışmanlık (Otacıoğlu 2007;Karabacak et al 2015), zihin engelliler (Karabacak et al 2015), okul öncesi (Ocak & Eğmir 2014;Şahin 2011;Karabacak et al 2015), zihin engelliler ve işitme engelliler öğretmenliği dahil olmak üzere farklı alanlardaki üniversite öğrencilerinin (Kurtyılmaz 2005; Güneş 2011) problem çözme becerileriyle ilgili çalışmalarına rastlanmıştır.…”

unclassified

Özel Eğitim Öğretmenlerinin Sosyal Problem Çözme Becerilerinin Değerlendirilmesi

Tekin¹,

Alan²

2017

MJH

View full text Add to dashboard Cite

Öz: Bu araştırmanın amacı özel eğitim öğretmenlerinin sosyal problem çözme becerilerinin düzeylerinin belirlenmesidir. Özel eğitim öğretmenlerinin problem çözme becerileri cinsiyet ve çalışma yılı değiş-kenlerine göre incelenmiştir. Araştırmaya çeşitli illerde görev yapmakta olan 115 özel eğitim öğretmeni katılmıştır. Araştırma verileri, araştırmacılar tarafından hazırlanan demografik form, sosyal problem çöz-me becerileri için D' Zurilla ve diğerleri (2002) tarafından geliştirilen ve Çekici (2009) tarafından Türk-çeye uyarlanan "Sosyal Problem Çözme Envanteri-Kısa Formu", kullanılmıştır. Verilerin yüzde ve frekans dökümleri alınmış ve t-testi uygulanmıştır. Araştırma bulgularına göre, öğretmenlerin cinsiyete göre sosyal problem çözme özellikleri incelendiğinde; kadın öğretmenlerin daha fazla olumsuz yönelim, erkek öğretmenlerin ise daha fazla kaçınım gösterdiği bulunmuştur. Çalışma yılına göre ise sosyal problem çözme özelliklerinde anlamlı fark bulunmamıştır.Anahtar sözcükler: Özel Eğitim, Özel Eğitim Öğretmenleri, Problem Çözme Becerileri, Sosyal Problem Çözme Abstract: The purpose of this study was to investigate the social problem-solving skill levels of special education teachers in terms of gender and seniority variables. 115 special education teachers who work in different provinces participated in this study. For demographic data, a form which was developed by researchers was used. In order to collect social problem-solving skill levels data, the Social ProblemSolving Inventory-Short Form which was developed by D ' Zurilla et al. (2002) and adapted to Turkish by Çekici (2009) was used. According to finds from this study, female teachers reveal more negative orientation to the problems and male teachers reveal more avoidance. In terms of seniority, there is no significant difference. Alan yazında problem ve problem çözmeyle ilgili farklı tanımlar bulunmaktadır. Dewey problemi, insan zihnini karıştıran, ona meydan okuyan ve inancı belirsizleştiren her şey olarak * Yrd. Doç. Dr., Muğla Sıtkı Koçman Üniversitesi, Eğitim Fakültesi, Özel Eğitim Bölümü, Muğla.

show abstract

Measuring problem solving skills via stealth assessment in an engaging video game

Cited by 204 publications

References 23 publications

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

Expert system for problem solving in distance university education: The successful case of the subject “operations management”

Problem Solving Skill Science on Junior High School for Different Academic

Özel Eğitim Öğretmenlerinin Sosyal Problem Çözme Becerilerinin Değerlendirilmesi

Contact Info

Product

Resources

About