Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment
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...
| Main Authors: | , , , |
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| Format: | Journal Article |
| Published: |
Baywood Publishing Company Inc.
2011
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| Online Access: | http://hdl.handle.net/20.500.11937/14548 |
| _version_ | 1848748652437176320 |
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| author | Eseryel, D. Ge, X. Ifenthaler, Dirk Law, V. |
| author_facet | Eseryel, D. Ge, X. Ifenthaler, Dirk Law, V. |
| author_sort | Eseryel, D. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. © 2011, Baywood Publishing Co., Inc. |
| first_indexed | 2025-11-14T07:08:27Z |
| format | Journal Article |
| id | curtin-20.500.11937-14548 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:08:27Z |
| publishDate | 2011 |
| publisher | Baywood Publishing Company Inc. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-145482018-03-29T09:06:10Z Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment Eseryel, D. Ge, X. Ifenthaler, Dirk Law, V. 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. © 2011, Baywood Publishing Co., Inc. 2011 Journal Article http://hdl.handle.net/20.500.11937/14548 10.2190/EC.45.3.a Baywood Publishing Company Inc. restricted |
| spellingShingle | Eseryel, D. Ge, X. Ifenthaler, Dirk Law, V. Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| title | Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| title_full | Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| title_fullStr | Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| title_full_unstemmed | Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| title_short | Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| title_sort | dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment |
| url | http://hdl.handle.net/20.500.11937/14548 |