Hypermedia and learning: freedom and chaos
Educational Technology - Hypermedia
Computer-Based Instruction: Methods and Development
Computer-Based Instruction: Methods and Development
What video games have to teach us about learning and literacy
Computers in Entertainment (CIE) - Theoretical and Practical Computer Applications in Entertainment
Playability heuristics for mobile games
Proceedings of the 8th conference on Human-computer interaction with mobile devices and services
Andrew Rollings and Ernest Adams on Game Design
Andrew Rollings and Ernest Adams on Game Design
Interacting with Computers
Developing strategic and reasoning abilities with computer games at primary school level
Computers & Education
EGameFlow: A scale to measure learners' enjoyment of e-learning games
Computers & Education
Video-games: Do they require general intelligence?
Computers & Education
Bio-edutainment: Learning life science through X gaming
Computers and Graphics
Multiplayer online games as educational tools: Facing new challenges in learning
Computers & Education
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Since a large variety of digital games have been used in many fields for educational purposes, their real functions in learning have caught much attention as well. This study first defines learning characteristics of problem-solving digital games and their corresponding cognitive levels, then designs and develops a problem-solving game in accordance to the criteria. Tasks in the game context are inter-related to each other so that players need to critically and creatively think about problem solutions. Learners' task analyses are performed to observe four elementary learners' gaming paths, behaviors and cognitive activities, individually and collaboratively. System documentation, video recording, researcher observation, and interviews are conducted to analyze learners' learning strategies and their cognitive performance during the gaming process. The research results show that different collaboration models, strategies, as well as atmospheres can greatly influence the performances of its members. In collaboration, each individual can have better learning effectiveness. Participants in positive and favorable collaborative relationships, regardless of the members' individual temperaments, can have much better cognitive performances. While group members are inter-dependent and have positive interactions, even slow-achievers have the possibility and opportunity to take the lead.