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Problem-Solving01:29

Problem-Solving

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Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
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Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Impact: Problem Solving01:26

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In an experiment conducted during a Mars mission, a rover propels a projectile with an initial velocity, and the projectile rebounds after colliding with the Martian surface. To ascertain the maximum height attained by the projectile after this collision, the known restitution coefficient and acceleration due to gravity are employed.
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Principle of Virtual Work: Problem Solving01:13

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The principle of virtual work is an essential concept in the field of mechanics and engineering. This is used to solve problems related to the equilibrium of a structure or system. It is based on the assumption that if a system is in equilibrium, the work done by all the forces during a virtual displacement is zero. This principle is applied by considering virtual displacements of the system and the corresponding work done by internal and external forces.
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Social Facilitation01:04

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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Friction: Problem Solving01:21

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Friction is an essential force that influences the motion of objects in daily life. Depending on the situation, it can be either beneficial or problematic. Consider a bus with a mass of three megagrams and its center of mass at a specific point, moving along a banked road at a constant speed. The coefficient of static friction between the tires and the road is 0.5. Find the maximum angle of the banked road at which the bus would not slip or tip.
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Combining Computer Game-Based Behavioural Experiments With High-Density EEG and Infrared Gaze Tracking
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Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

Benjamin Emihovich1, Nelson Roque2, Justin Mason3

  • 1University of Michigan - Flint, Flint, USA.

International Journal of Game-Based Learning
|February 28, 2022
PubMed
Summary

Neither roleplaying nor brain-training video games significantly improved undergraduate problem-solving skills. This study explored game-based learning

Keywords:
AssessmentBrain TrainingCognitionGameplayProblem-Solving SkillsRoleplayingRule ApplicationTransferVideo Games

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Area of Science:

  • Cognitive Psychology
  • Educational Technology
  • Human-Computer Interaction

Background:

  • Video games are increasingly popular among undergraduates.
  • The potential of game-based learning to enhance cognitive skills like problem-solving is a growing area of research.
  • Different game genres may have varying effects on cognitive abilities.

Purpose of the Study:

  • To investigate the impact of two distinct video game genres on undergraduates' problem-solving skills.
  • To compare the effectiveness of a roleplaying game (World of Warcraft) versus a brain-training game (CogniFit) in enhancing problem-solving abilities.
  • To assess the transferability of skills learned through gameplay to novel problem-solving scenarios.

Main Methods:

  • Undergraduate students were assigned to either an experimental group (playing World of Warcraft) or a control group (playing CogniFit).
  • Participants completed problem-solving assessments before and after a 20-hour gameplay period.
  • Problem-solving skills were measured using the Tower of Hanoi (rule application) and the PISA Problem Solving Test (skill transfer).

Main Results:

  • No statistically significant differences in problem-solving skills were observed between the roleplaying game group and the brain-training game group.
  • Both measures, the Tower of Hanoi and the PISA Problem Solving Test, showed no significant improvement differences between the experimental and control groups.
  • The study found no evidence that either type of video gameplay enhanced undergraduates' problem-solving abilities within the study's parameters.

Conclusions:

  • The findings suggest that neither World of Warcraft nor CogniFit significantly improved problem-solving skills in undergraduates after 20 hours of gameplay.
  • Further research is needed to explore the nuances of game design and gameplay duration for effective game-based learning.
  • Implications for educational technology and instructional design highlight the need for careful consideration when implementing game-based learning strategies.