Refers to the possibility of a number different targets in a problem.
Published in Chapter:
Game Design as a Complex Problem Solving Process
Mete Akcaoglu (Georgia Southern University, USA), Antonio P. Gutierrez (Georgia Southern University, USA), Charles B. Hodges (Georgia Southern University, USA), and Philipp Sonnleitner (University of Luxembourg, Luxembourg)
Copyright: © 2017
|Pages: 17
DOI: 10.4018/978-1-5225-0513-6.ch010
Abstract
Problem solving is one of the most essential skills for individuals to be successful at their daily lives and careers. When problems become complex, solving them involves identifying relationships among a multitude of interrelated variables, to achieve multiple different possible solutions. Teaching Complex Problem Solving (CPS) skills in formal education contexts is challenging. In this research, we examined if through an innovative game-design course middle school students improved in their CPS skills. Our results showed that students showed significant improvements in their CPS skills, especially in terms of system exploration, t(10) = 2.787, p = .019; system knowledge, t(10) = 2.437, p = .35; system application, t(10) = 2.472, p = .033. In addition, there was a statistically significant change in students' interest for CPS after attending the GDL program, t(6) = 3.890, p = .008. We discuss implications regarding use of game-design tasks as contexts to teach CPS skills in formal and informal educational contexts.