The Effect of Problem-Solving Video Games on the Science Reasoning Skills of College Students

As the world continues to rapidly change, students are faced with the need to develop flexible skills, such as science reasoning that will help them thrive in the new knowledge economy. Prensky (2001), Gee (2003), and Van Eck (2007) have all suggested that the way to engage learners and teach them the necessary skills is through digital games, but empirical studies focusing on popular games are scant. One way digital games, especially video games, could potentially be useful if there were a flexible and inexpensive method a student could use at their convenience to improve selected science reasoning skills. Problem-solving video games, which require the use of reasoning and problem solving to answer a variety of cognitive challenges could be a promising method to improve selected science reasoning skills. Using think-aloud protocols and interviews, a qualitative study was carried out with a small sample of college students to examine what impact two popular video games, Professor Layton and the Curious Village and Professor Layton and the Diabolical Box, had on specific science reasoning skills. The subject classified as an expert in both gaming and reasoning tended to use more higher order thinking and reasoning skills than the novice reasoners. Based on the assessments, the science reasoning of college students did not improve during the course of game play. Similar to earlier studies, students tended to use trial and error as their primary method of solving the various puzzles in the game and additionally did not recognize when to use the appropriate reasoning skill to solve a puzzle, such as proportional reasoning

Learning through Play - Improving Academic Performance through Play

The education in the early period provides the cognitive development of the child. Globally world organizations are thriving hard to increase the literacy percentage of the children, as education forms the base for the economic improvement of the country. Depending upon educational skills the individual will be placed in the appropriate job. Education in childhood is focused much on the past few decades. Learning through play is a traditional concept of developing the cognition level. At present, an educational scenario also focuses on Game-based pedagogy for teaching and learning. To some extent, this method will reduce school dropouts in developing countries. The children are more attracted to video games and the learning becomes easy for them. In this digital era, blooming technology is the milestone in the educational sector. The grandma’s game is now transforming into the digitalized version. Designing video games by keeping the concepts of traditional games will enhance the learning outcome of the students, especially in early education. Structured, goal-oriented, educational outcome-based video games are necessary to improve the growth and development of the children

Understanding the Home Spatial Environment

Spatial thinking encompasses several related skills including understanding size, shape, translation and rotation of objects, and distance between objects. Individual differences in spatial thinking are important predictors of children’s math and science achievement, as well as later entry into Science, Technology, Engineering, and Mathematics (STEM) disciplines. This dissertation proposes Relational Developmental Systems Theory as a lens to study spatial development. Informed by Relational Developmental Systems Theory, two empirical studies examined whether mothers’ characteristics affected their parenting practices, and in turn, their children’s spatial abilities (i.e., mental rotation, spatial scaling). First, in a sample of 165 mother-child dyads, mothers’ spatial ability was examined in relation to the home spatial environment that they provide, and children’s intrinsic and extrinsic spatial skills using structural equational modeling. Findings showed that mothers’ spatial ability, mothers’ toy choice, and the home intrinsic spatial environment did not significantly predict child spatial ability. Second, in a sample of 152 mothers of four- to six-year-old children, mothers’ interest in STEM and spatial anxiety were examined in relation to the frequency of mother-child spatial play in the home setting. Findings showed that mothers’ interest in STEM and general anxiety predicted mother-child spatial play, but not mothers’ intrinsic spatial anxiety. This study adds to the current literature by exploring how mothers’ characteristics, beyond spatial ability, relate to children’s early home spatial environment. Additionally, it studies the development of both intrinsic and extrinsic spatial skills in young children. This dissertation is a first step toward identifying parent characteristics and practices that can be targeted for intervention as a mechanism for improving children’s spatial ability. These findings suggest that mothers with low interest in STEM and/or high levels of general anxiety are prime candidates for participating in training in how to foster children’s spatial skills at home through play. Further, these findings call for future work that measures the home spatial environment as spatial language production or quality of parent spatial support, instead of frequency of spatial play, and explores whether, and how, child and father characteristics contribute to the home spatial environment in addition to mother characteristics

Parental Spatial Input During Parent-Child Interactions: A Two-Dimensional versus a Three-Dimensional Learning Experience

Children’s spatial ability is predictive of their future achievement in many academic and occupational domains, including science, technology, engineering, and mathematics (STEM; e.g., Wai at el., 2009). During the early years, experiences such as hearing spatial language (e.g., Ferrara et al., 2011) and engaging in spatial activities with three-dimensional (3D) blocks or puzzles (e.g., Casey et al., 2008) are found to facilitate children’s spatial learning. Other than 3D toys, the use of two-dimensional (2D) touchscreen media (e.g., iPads®) by young children has been on the rise (e.g., Rideout, 2013). Technology has become part of children’s daily activities and a tool to promote language learning (e.g., Penuel et al., 2009). However, there is a dearth of research specifically investigating the nature of parent-child interactions and children’s spatial learning using digital mobile devices. Therefore, the present study examined the frequency and variation of parental linguistic input elicited during play using an iPad® (a 2D touchscreen device) and using 3D spatial toys. In addition to the types of spatial learning (3D versus 2D), factors such as parents’ spatial anxiety and attitudes towards math can also influence their spatial language production. Research suggests that one’s attitude or anxiety towards mathematics can influence the amount of numeracy talk in which individuals engage (e.g., Gunderson et al., 2013). However, no studies have examined the relationship between spatial anxiety and spatial talk. The present study examined whether the amount of parental spatial talk was influenced by their attitudes towards math, spatial anxiety. The present exploratory study has three objectives: (i) to examine the frequency and variation of parental spatial language during 3D spatial toys versus 2D iPad® visual-spatial applications interactions with their preschoolers, (ii) to investigate whether parental spatial input (i.e., language and activities) predicts children’s spatial knowledge, and (iii) to explore the role of parental spatial anxiety and attitude towards mathematics on their spatial language input. Thirty-four 3- to 5-year-old children and their parents participated in interaction with 3D and 2D spatial learning media at two home visit sessions. Math and spatial activities engaged by the dyads at home, parental level of spatial anxiety, and attitude towards math were assessed. Children were tested with the Woodcock Johnson III Tests (Woodcock et al., 2001) for spatial, math, language competencies, and working memory capacity. Their spatial abilities were also assessed via 3D Mega Blocks© Test of Spatial Assembly (TOSA; Verdine et al., 2014). The sessions were videotaped, transcribed, and coded for the frequency and variation of spatial talk produced by parent-child dyads. Results revealed that parents used more spatial talk with regards to spatial dimensions in 3D interaction and more orientations and transformations during 2D interaction, yet the total frequency and variation of parental spatial talk did not differ between 3D and 2D interaction. As parents engaged in a relatively infrequent spatial talk (6% in 3D talk and 5% in 2D talk), the frequency of parental spatial input was not predictive of preschoolers’ spatial language production, which led to a minimal effect on their spatial competence. Furthermore, parental levels of spatial anxiety and attitudes toward math were not related to the amount of parental spatial input produced during parent-child interactions. The present study underscores the importance of supporting parents with pointers on how to instill spatial talk and activities with their preschoolers. Implications on the use of 3D and 2D learning media are discussed

Pengembangan Media Pembelajaran Berbasis Game Pada Mata Kuliah Kajian Kurikulum SMK Di Jurusan Informatika Universitas Negeri Surabaya

Penelitian ini mengembangkan Aplikasi Media Pembelajaran untuk membantu memberikan inovasi media atau sarana baru untuk proses pembelajaran mata kuliah Kajian Kurikulum SMK, serta diharapkan dapat membantu para peserta didik agar lebih memahami materi selama proses pembelajaran. Rumusan Masalah pada penelitian ini diantaranya : (1) Bagaimana Kelayakan Media Pembelajaran Berbasis Game pada mata kuliah Kajian Kurikulum SMK, dan (2) bagaimana Respon Mahasiswa Terhadap Media Pembelajaran Berbasis Game Pada Mata kuliah Kajian Kurikulum SMK. Dalam penelitian ini menggunakan metode waterfall. Sampel penelitian pada dalam penelitian ini adalah 30 mahasiswa Pendidikan Teknologi Informasi (PTI) yang mengikuti mata kuliah Kajian Kurikulum SMK. Teknik pengumpulan data yang digunakan dalam penelitian ini yaitu angket validasi media pembelajaran dan angket siswa terhadap media pembelajaran. Lalu, teknik analisis yang digunakan yaitu analisis kelayakan media dan respon mahasiswa. Berikut hasil yang telah didapatkan dalam penelitian ini diantaranya : (1) Hasil dari validasi media pembelajaran diperoleh 78,666%, yang berarti “Baik”, dan (2) Respon siswa terhadap media berbasis game memperoleh presentase 80,175%, yang dinyatakan “Baik” untuk pembelajaran. Kata Kunci : Aplikasi, Media Pembelajaran, Game

PENGEMBANGAN PERMAINAN PUTRI (PUZZLE GEOMETRI) BERBASIS DIGITAL UNTUK MENSTIMULASI KECERDASAN SPASIAL ANAK USIA 4-5 TAHUN

       Penelitian ini bertujuan untuk mengetahui proses pengembangan dari permainan puzzle geometri berbasis digital guna menstimulasi kecerdasan spasial anak, untuk mentehaui kelayakan permainan puzzle geometri berbasis digital, dan untuk mengetahui efektivitas permainan puzzle geometri berbasis digital terhadap kecerdasan spasial anak usia 4-5 tahun. Penelitian ini dilatar belakangi oleh rendahnya kemampuan anak dalam mengenal bentuk geometri dan warna. Jenis penelitian ini merupakan R&D (Reaserch and Development) dengan menggunakan model ASSURE. Target partisipan dalam penelitian ini yaitu anak usia 4-5 tahun di TK PGRI II Taji sebagai uji validitas instrumen, anak usia 4-5 tahun di TK Dharma Wanita Duriwetan sebagai sampel utama untuk uji coba produk puzzle geometri berbasis digital dan TK Muslimat NU Hidayatul Athfal sebagai uji coba produk konvensional (LKA). Teknik pengumpulan data menggunakan teknik observasi, wawancara, dan kuesioner untuk ahli materi, ahli media, guru, dan orang tua melalui google form yang dilakukan secara online. Analisis data menggunakan teknik analisis deskriptif untuk mendapatkan gambaran dari kecerdasan spasial anak dan analisis regresi berganda untuk mengetahui pengaruh permainan puzzle geometri berbasis digital terhadap kecerdasan spasial anak. Berdasarkan hasil uji regresi berganda menunjukkan bahwa nilai signifikansi variabel X1 (media digital) dibawah 0,05 dengan nilai signifikansi sebesar 0,029 yang menunjukkan bahwa terdapat pengaruh media puzzle geometri berbasis digital terhadap kecerdasan spasial anak. Pada variabel X2 (media konvensional) memiliki nilai signifikansi sebesar 0,780 > 0,05 yang artinya tidak terdapat pengaruh media konvensional terhadap kecerdasan spasial anak. Dengan demikian dapat disimpulkan bahwa media puzzle geometri berbasis digital yang telah dikembangkan terbukti efektif sebagai media pembelajaran untuk menstimulasi kecerdasan spasial anak dalam mengenal bentuk dan warna dengan tingkat keefektifan yang sangat tinggi dibandingkan dengan media konvensional menggunakan LKA yang biasa digunakan oleh sekolah sebagai media pembelajaran bagi anak. Kata Kunci: kecerdasan spasial, puzzle, geometri, berbasis digital

An Investigation of Cognitive Implications in the Design of Computer Games

Computer games have been touted for their ability to engage players in cognitive activities (e.g., decision making, learning, planning, problem solving). By ‘computer game’ we mean any game that uses computational technology as its platform, regardless of the actual hardware or software; games on personal computers, tablets, game consoles, cellphones, or specialized equipment can all be called computer games. However, there remains much uncertainty regarding how to design computer games so that they support, facilitate, and promote the reflective, effortful, and conscious performance of cognitive activities. The goal of this dissertation is to relieve some of this uncertainty, so that the design of such computer games can become more systematic and less ad hoc. By understanding how different components of a computer game influence the resulting cognitive system, we can more consciously and systematically design computer games for the desired cognitive support. This dissertation synthesizes concepts from cognitive science, information science, learning science, human-computer interaction, and game design to create a conceptual design framework. The framework particularly focuses on the design of: gameplay, the player-game joint cognitive system, the interaction that mediates gameplay and the cognitive system, and the components of this interaction. Furthermore, this dissertation also includes a process by which researchers can explore the relationship between components of a computer game and the resulting cognitive system in a consistent, controlled, and precise manner. Using this process, three separate studies were conducted to provide empirical support for different aspects of the framework; these studies investigated how the design of rules, visual interface, and the core mechanic influence the resulting cognitive system. Overall then, the conceptual framework and three empirical studies presented in this dissertation provide designers with a greater understanding of how to systematically design computer games to provide the desired support for any cognitive activity

PREPARE PRIMARY SCHOOL STUDENTS TO FACE THE TECHNOLOGICAL AGE: MATHEMATICAL CREATIVITY AND SPATIAL ABILITY

Technology and mathematics are two things that are interconnected and influence. Technology, such as computer games, can be used to describe abstract mathematical concepts so that they are more easily understood by students. Unfortunately, technology also has some undesirable impacts, such as causing students difficulties in developing their creativity to understand mathematical concepts. On the other hand, spatial ability gets less attention than educators when students are studying mathematics. This paper will discuss how teachers can help students develop their mathematical creativity and spatial ability

A case study of augmented reality serious games

The study introduced in this paper examines some of the issues involved in the design and implementation of serious games that make use of tangible AR environments. Our motivation is to understand how augmented reality serious games (ARSG) can be applied to some very difficult problems in the real gaming world. Emphasis is given on the interface and the interactions between the players and the serious games themselves. In particular, two case studies are presented, ARPuzzle and ARBreakout. Results from both case studies indicate that AR gaming has the potential of revolutionizing the way that current games are played and used as well as that it can help educate players while playing

Using Tangible Interaction and Virtual Reality to Support Spatial Perspective Taking Ability

According to several large-scale and longitudinal studies, spatial ability, one of the primary mental abilities, has been shown as a significant predictor for STEM learning (Science, Technology, Engineering, and Mathematics) and career success. Frameworks in HCI (Human-Computer Interaction) and TEI (Tangible and Embodied Interaction) also indicated how the spatial-related aspects of interaction are a common design theme for interfaces using emerging technologies. However, currently only very few interactive systems (using TEI) are designed around a target spatial ability. TEI’s direct effects on spatial ability are also not well-investigated. Meanwhile, a growing body of research from cognitive sciences, such as embodied cognition and Common Coding Theory, shows that physical movements can enhance cognition in aspects that involve spatial thinking. Also, virtual reality (VR) affords better 3D perception for digital environments, and provides design opportunities to engage users with spatial tasks that may not be otherwise imagined or achieved in the real world. This research describes how we designed and built the system TASC (Tangibles for Augmenting Spatial Cognition), which combines body movement tracking and tangible objects with VR. We recap our design process and design rationales, along with how the finalized system was designed to enhance embodiment as a means to activate, support, engage, and hopefully augment spatial perspective taking ability. We conducted a user study with qualitative and quantitative evaluation methods. Respectively, the qualitative evaluation aimed to understand how the participants used the system; the quantitative evaluation was a multi-condition experiment with pre-tests and post-tests used to investigate if and how the system could improve spatial perspective taking ability. We built the digital pre/post-tests based on PTSOT (Perspective Taking/Spatial Orientation Test) (Hegarty, Kozhevnikov, & Waller, 2008). The study in total involved 52 participants: 6 participants (3M/3F) in the pilot study, 46 in the main study (3 conditions, around 15 per condition, each condition was overall gender-balanced). The qualitative analysis focused on the VR-TEI condition (the “main system”). Using thematic analysis with the video clips and written notes (both taken during the participants’ interaction), and audio clips (recorded during the post-interaction interview), we synthesized the qualitative results into 4 themes: (1) Spatial strategies: akin but unique; (2) The use of gestures & verbalization; (3) Positive experience with the system; (4) The potentials of the system. The quantitative statistical analysis, using ANOVA and t-test for the 3-condition experiment, showed that every condition yielded perspective taking improvement from taking the test twice. However, only the VR-TEI condition led to statistically significant improvement. We conclude the research with discussion and future possibilities in these themes of: (a) The role of embodiment; (2) Further explorations of intermediate conditions; (3) A deeper look at sample size and validity; (4) Designing & evaluating TEIs for other spatial abilities; (5) Integration with STEM curriculum. The main contribution of this dissertation is that it reports how a VR-TEI system can be designed, built, and evaluated for a target spatial ability. We hope this research also contributes to bridging some knowledge gaps between interaction design, cognitive science, and STEM learning