Uncovering students’ problem-solving processes in game-based learning environments

Uncovering students’ problem-solving processes in game-based learning environments

Abstract

As one of the most desired skills for contemporary education and career, problem-solving is fundamental and critical in game-based learning research. However, students’ implicit and self-controlled learning processes in games make it difficult to understand their problem-solving behaviors. Observational and qualitative methods, such as interviews and exams, fail to capture students’ in-process difficulties. By integrating data mining techniques, this study explored students’ problem-solving processes in a puzzle-based game. First, we applied the Continuous Hidden Markov Model to identify students’ problem-solving phases and the transition probabilities between these phases. Second, we employed sequence mining techniques to investigate problem-solving patterns and strategies facilitating students’ problem-solving processes. The results suggested that most students were stuck in certain phases, with only a few able to transfer to systematic phases by applying efficient strategies. At the beginning of the puzzle, the most popular strategy was testing one dimension of the solution at each attempt. In contrast, the other two strategies (remove or add untested dimensions one by one) played pivotal roles in promoting transitions to higher problem-solving phases. The findings of this study shed light on when, how, and why students advanced their effective problem-solving processes. Using the Continuous Hidden Markov Model and sequence mining techniques, we provide considerable promise for uncovering students’ problem-solving processes, which helps trigger future scaffolds and interventions to support students’ personalized learning in game-based learning environments.

Authors

Tongxi Liu
University of Florida
tongxiliu@ufl.edu

Maya Israel
University of Florida
misrael@coe.ufl.edu

Fostering Cognitive Presence in Online Courses: A Systematic Review

Fostering Cognitive Presence in Online Courses: A Systematic Review

Abstract

Within the Community of Inquiry (CoI) framework, cognitive presence has been central to success in higher education settings. This systematic review examined 24 articles published between 2008-2020 that empirically analyzed cognitive presence in online courses. We share the patterns that emerged regarding the interplay between teaching and cognitive presence and social and cognitive presence. We also explore how the four phases of cognitive presence—triggering event, exploration, integration, and resolution—were evident within specific instructional activities. We conclude with implications for practice that will be helpful for course instructors and designers seeking to foster greater cognitive presence within their online courses.

Authors

Rob Moore
University of Florida
robmoore@coe.ufl.edu

Courtney N. Miller
Old Dominion University

In Pursuit of Creativity in Minecraft: A Mixed-Method Approach

In Pursuit of Creativity in Minecraft: A Mixed-Method Approach

Abstract

Despite Minecraft’s incredible popularity, we know very little about how the game might enable creativity. To assess and support the creativity of the structures that players create in Minecraft, we need to understand how Minecrafters describe creativity in their communities, and how similar or different those descriptions match the creativity literature. In this study, we used a modified rubric for creativity and investigated if we could find evidence for this rubric in how Minecraft builds are being evaluated in YouTube. We also used natural language processing (NLP) to develop automatic coding algorithms for future use. Insights here would inform the literature, research, and educational practices of creativity.

Authors

Seyedahmad Rahimi
University of Florida
srahimi@coe.ufl.edu

Justice T. Walker
University of Texas at El Paso
 jtwalker@utep.edu

Lin Lin Lipsmeyer
Southern Methodist University
llipsmeyer@smu.edu

Jinnie Shin
University of Florida
jinnie.shin@coe.ufl.edu

Toward Defining and Assessing Creativity in Sandbox Games

Toward Defining and Assessing Creativity in Sandbox Games

Abstract

Digital sandbox games such as Minecraft can be used to assess and support creativity. Doing so, however, requires an understanding of what is deemed creative in this game context. One approach is to understand how Minecrafters describe creativity in their communities, and how much those descriptions overlap with the established definitions of creativity in the literature. Based on prior work, we used a modified rubric for assessing a creative product in this study. We investigated the evaluation of a total of 52 Minecraft builds (i.e., structures that are created by the Minecrafters) from five YouTube videos. In addition to qualitatively coding the video transcripts, we also used natural language processing (NLP) for automatic coding of our data at scale. Our qualitative analysis of the YouTube transcripts revealed evidence for all but one dimension (i.e., humor) of the creativity rubric we used in our dataset. In addition, two new dimensions of creativity emerged in our qualitative coding process (i.e., realism and effort). Finally, the NLP model that we developed achieved about 80% accuracy in distinguishing the sentences that showed evidence of creativity. This study provides insights for research and educational practices of creativity in Minecraft or similar game or simulation environments.

Authors

Seyedahmad Rahimi
University of Florida
srahimi@ufl.edu

Justice T. Walker
University of Texas, El Paso
jtwalker@utep.edu

Lin Lin Lipsmeyer
Southern Methodist University
llipsmeyer@smu.edu

Jinnie Shin
University of Florida
jinnie.shin@coe.ufl.edu

Teacher strategies to use virtual learning environments to facilitate algebra learning during school closures

Teacher strategies to use virtual learning environments to facilitate algebra learning during school closures

Abstract

After nationwide school closures due to COVID-19, virtual learning environments (VLE) have seen tremendous increase in usage. The current study identified teacher activities for orchestration using an Algebra VLE during school closures, and whether these activities were related to student achievement. In May 2020, we collected survey data on how 213 teachers were using a VLE for Algebra with 10,590 students, along with system logs and student achievement data. Results indicated that teachers made several changes to teacher strategies due to school closures, including allowing students more time to complete assignments. Multilevel modeling showed that teacher orchestration activities, particularly those related to regulation/management and awareness/assessment, were positively related to student achievement. We discussed the results and provided implications for practice (Q&A setting, assignment flexibility).

Authors

Walter L. Leite
University of Florida
walter.leite@coe.ufl.edu

Wanli Xing
University of Florida
wanli.xing@coe.ufl.edu

Gail Fish
University of Florida
gail.fish@ufl.edu

Chenglu Li
University of Florida
li.chenglu@ufl.edu

Promoting Interdisciplinary Integration of Cybersecurity Knowledge, Skills and Career Awareness in Preservice Teacher Education

Promoting Interdisciplinary Integration of Cybersecurity Knowledge, Skills and Career Awareness in Preservice Teacher Education

Abstract

K-12 teachers and students are vulnerable to cybersecurity attacks and mostly ill-prepared to deal with them. The COVID-19 pandemic has only increased these risks because of the reliance on digital technology in education and increased free time young children and adolescents spend online. Simultaneously, the U.S. is facing an extreme shortage of cybersecurity professionals. Given the rise of cyberattacks and the need for cybersecurity professionals, a concerted effort to prepare preservice teachers to integrate cybersecurity education across the K-12 curriculum is needed. In our vision for 2025, all preservice teachers across the country are prepared to integrate age-appropriate cybersecurity concepts, skills and career awareness in the curriculum regardless of their content area or grade level specialization. We propose a repository of stand-alone activities and full curricula developed through collaboration among K-12 educators, teacher educators and cybersecurity experts that could be adopted across teacher education programs. We use the elementary grades as a context for providing examples of some activities that might be included in the repository. We also provide recommendations for developing such a repository and for individual teacher educators who want integrate cybersecurity education in preservice teacher education right now.

Authors

Kara Dawson
University of Florida
dawson@coe.ufl.edu

Pasha Antonenko
University of Florida
p.antonenko@coe.ufl.edu

Zhen Xu
University of Florida
xuzhen0508@ufl.edu

Christine Wusylko
University of Florida
c.wusylko@ufl.edu

Do Hyong Koh
University of Florida
dohyong.koh@coe.ufl.edu