Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

Benjamin Emihovich, Nelson Roque, Justin Mason

Source Title: International Journal of Game-Based Learning (IJGBL)10(2)

ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781799807483|DOI: 10.4018/IJGBL.2020040102

MLA

Emihovich, Benjamin, et al. "Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?." IJGBL vol.10, no.2 2020: pp.1-18. http://doi.org/10.4018/IJGBL.2020040102

APA

Emihovich, B., Roque, N., & Mason, J. (2020). Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?. International Journal of Game-Based Learning (IJGBL), 10(2), 1-18. http://doi.org/10.4018/IJGBL.2020040102

Chicago

Emihovich, Benjamin, Nelson Roque, and Justin Mason. "Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?," International Journal of Game-Based Learning (IJGBL) 10, no.2: 1-18. http://doi.org/10.4018/IJGBL.2020040102

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Abstract

In this study, the authors investigated if two distinct types of video gameplay improved undergraduates' problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.