Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment
View/ Open
Date
2011-10-01Author
Deniz Eseryel
Xun Ge
Dirk Ifenthaler
Victor Law
Metadata
Show full item recordSee DOI for License
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.
Citation
Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic Modeling as a Cognitive Regulation Scaffold for Developing Complex Problem-Solving Skills in an Educational Massively Multiplayer Online Game Environment. Journal of Educational Computing Research, 45(3), 265-286. doi: 10.2190/EC.45.3.a