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

Autor/inn/en	Eseryel, Deniz; Ge, Xun; Ifenthaler, Dirk; Law, Victor
Titel	Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment
Quelle	In: Journal of Educational Computing Research, 45 (2011) 3, S.265-286 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
Schlagwörter	Educational Games; Problem Solving; Followup Studies; Skill Development; Computer Games; Grade 9; STEM Education; Teaching Methods; Cognitive Processes; Scaffolding (Teaching Technique); Educational Technology; Computer Uses in Education; High School Students; Rural Schools; Pretests Posttests + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Problemlösen; Follow-up studies; Kontaktstudium; Kompetenzentwicklung; Qualifikationsentwicklung; Computer game; Computerspiel; Computerspiele; School year 09; 9. Schuljahr; Schuljahr 09; STEM; Teaching method; Lehrmethode; Unterrichtsmethode; Cognitive process; Kognitiver Prozess; Unterrichtsmedien; Computernutzung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Following a design-based research framework, this article reports two empirical studies with an educational MMOG, called "McLarin's Adventures," on facilitating 9th-grade students' complex problem-solving skill acquisition in interdisciplinary STEM education. The article discusses the nature of complex and ill-structured problem solving and, accordingly, how the game-based learning environment can facilitate complex problem-solving skill acquisition. The findings of the first study point to the importance of supporting cognitive regulation of students for successful complex problem-solving skill acquisition in digital game-based learning. The findings of the follow-up study show that when scaffolded by dynamic modeling, students made significant improvement in their complex problem-solving outcomes. Implications drawn from the findings of these two studies are discussed related to: (1) educational game design strategies to effectively facilitate complex problem-solving skill development; and (2) stealth or embedded assessment of progress in complex problem solving during digital game-based learning. (Contains 4 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10