International Education Journal

Educational Research Conference 2002 Special Issue

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Computer Adventure Games as Problem-Solving Environments


David D Curtis
School of Education Flinders University
david.curtis@flinders.edu.au

Michael J Lawson
School of Education Flinders University mike.lawson@flinders.edu.au

 

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Abstract

Claims that computer-based adventure games are productive environments for the development of general problem-solving ability were tested in a study of 40 students' interactions with a novel computer-based adventure game. Two sets of factors that are thought to influence problem-solving performance were identified in the literature - domain-specific knowledge (schema) and general problem-solving strategies. Measures of both domain-specific knowledge and general strategy use were developed and applied in the study. A cognitive model to explain performance is developed in which there are complex relationships among key concepts. General strategies were found to have important influences on problem-solving performance, but schema was negatively related to performance. The implications of these findings for both classroom practice and future research designs are discussed.

Computer adventure games, problem-solving ability, strategies

 

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Curtis, D.D. and Lawson, M.J. (2002) Computer Adventure Games as Problem-Solving Environments. International Education Journal, 3 (4), 43-56.
http://iej.cjb.net

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