Comparing effects of brain training and roleplaying games on problem-solving speed

ABSTRACT

Problem-solving skills are increasingly becoming a desired skill in the workplace today. Although formal education will be the best way to develop one's own problem-solving skills, the problems addressed are often clearly defined and structured. However, problems in the real world are often ill-structured and requires complex problem-solving. Many researches indicate that video games can be an alternative to developing problem-solving skills given that the problem and environment are ill-structured. Based on prior comparative findings on strategy-fast-paced video games and role-playing-brain training games, this study investigates whether participants will evidence greater learning gains in problem-solving speed within a sandwich Tower of Hanoi-a fastpaced-brain-training or a strategy role-playing video game-Tower of Hanoi methodology. There is closer similarity between the fast-paced video game to the Tower of Hanoi. Hence, we hypothesize that this closer similarity may result in improved problem-solving speed since the development of rules may be analogically similar. In our study, findings indicate that participants who play Idle Supermarket Tycoon (strategy role-playing video game) evidence more pre-post-test learning gains (problem-solving speed) compared to Mario Kart Tour (fast-paced-brain-training video game). This finding confirms prior research that strategy and role-playing video games are more effective than fast-paced and brain training games in developing problem-solving skills. It also hints that increased cognitive load due to multivariate complexity may be traded off by motivation to form or activate rules when the problem is personally relevant or simulates real-life challenges. However, there are several limitations to the experiment in terms of specificity due to the small sample size. This is due to the research being carried out during the country's COVID-19 movement control order/lockdown and the need for more data to be conclusive. Nevertheless, we hope it can serve as a catalyst for more research and studies in the field. Copyright © 2020 Asia-Pacific Society for Computers in Education.