A digital gamified approach to assess problem-solving skills in K9

Autori

  • Arianna Marras Università degli studi di Cagliari
  • Masiar Babazadeh Department of Innovative Technologies, University of Applied Sciences and Arts of Southern Switzerland, Lugano, Switzerland

Parole chiave:

Problem solving Assessment; Digital Tower of London; Educational Technology; Executive Functions; Inclusive education.

Abstract

Interest in measuring students’ executive functions has significantly increased over the past two decades due to their importance as predictors of academic success. This study tests an application, the Digital Tower of London (ToL), for measuring problem-solving and planning skills in school. The results of this study show that the digital ToL does not reveal statistically significant differences in accuracy scores assessing problem-solving ability compared to the tangible test, and that students (11-12 years old) appreciate the assessment in the form of a game on a tablet. However, despite the limited sample of 57 students, the potential of new digital tools for measuring executive functions is evident. These tools are self-assessed and sustainable within the school environment as they offer teachers the opportunity to integrate information on cognitive abilities into students’ learning paths.

Riferimenti bibliografici

Barab, S. A., & Dede, C. (2007). Games and immersive participatory simulations for science education: An emerging type of curricula. Journal of Science Education and Technology, 16(1), 1-3.

Berg V., Rogers S.L., McMahon M., Garrett M. and Manley D (2020). A Novel Approach to Measure Exec-utive Functions in Students: An Evaluation of Two Child-Friendly Apps. Front. Psychol. 11:1702. doi: 10.3389/fpsyg.2020.01702

Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135–168.

Diamond, A. (2016). Why improving and assessing executive functions early in life is critical. In Executive function in preschool-age children: Integrating measurement, neurodevelopment, and translational re-search. (pp. 11-43).

Falloon, G. (2013). Young students using iPads: app design and content influences on their learning path-ways. Computers & Education. 68, 505–521. doi: 10.1016/j.compedu.2013.06.006

Fancello G.S., Vio C., Cianchetti C. (2013). TOL. Torre di Londra. Test di valutazione delle funzioni esecutive (pianificazione, problem solving). Erickson.

Fishman, B. J., Penuel, W. R., Allen, A.R., Cheng, B. H., & Sabelli, N. (2013). Design-based implementation research: An emerging model for transforming the relationship of research and practice. In Fishman, B. J., & Penuel, W. R. (Eds.), National Society for the Study of Education (pp. 136-156). New York, NY: Teachers College Record.

Gee, J. P. (2005). Learning by design: Games as learning machines. Interactive Educational Multimedia, (8), 15-23

Giannandrea, L., & Winstone, N. (2024). Valutazione e tecnologie in Tecnologie per l'educazione 2/ed.; Mila-no, Pearson; pp. 177 - 188 (ISBN: 9788891932150,9788891932167)

Gioia, G., Isquith, P., Guy, S., and Kenworthy, L. (2001). Brief Rating Inventory of Executive Function (BRIEF). Odessa, FL: Psychological Assessment Resources.

Howard, S. J., & Okely, A. D. (2015). Catching Fish and Avoiding Sharks: Investigating Factors That Influ-ence Developmentally Appropriate Measurement of Preschoolers’ Inhibitory Control. J Psychoeduc Assess, 33(6), 585-596. doi:10.1177/0734282914562933

Lezak, M. (1983). Neuropsychological assessment. Oxford University Press.lez

Maddux, C., & Cummings, R. (2004). Fad, fashion, and the weak role of theory and research in information technology in education. Journal of Technology and Teacher Education, 12(4), 511-533.

Marras, A., & Babazadeh, M. (2023). Un approccio videoludico alla valutazione delle funzioni esecutive in ambito scolastico: una “Torre di Londra” digitale. Journal of Inclusive Methodology and Technology in Learning and Teaching, 3, 1–14.

Mayer, R. & Moreno, R. (2016). A Cognitive Theory of Multimedia Learning: Implications for Design Prin-ciples.

McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Pen-guin.

Norman, D. A., & Shallice, T. (1986). Attention to Action: Willed and Automatic Control of Behaviour. In R. J. Davidson, G. E. Schwartz, & D. E. Shapiro (Eds.), Consciousness and self-regulation (pp. 1–14). Plenum Press. http://wexler.free.fr/library/files/norman () attention to action. willed and automatic con-trol of behavior.pdf

Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology / Revue canadienne de psychologie, 45(3), 255–287.

Schukajlow, S., & Krug, A. (2014). “Are interest and enjoyment important for students’ performance,” in Pro-ceedings of the Joint Meeting of PME 38 and PMENA 36, Vol. 5, eds C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Vancouver: PME).

Shallice, T. (1982). Specific impairments of planning. Philosophical Transactions of the Royal Society of Lon-don, Part. B, 298, 199-209.

Singleton, C., Horne, J., & Simmons, F. (2009). Computerised screening for dyslexia in adults. Journal of Re-search in Reading, 32(1), 137-152.

Squire, K. (2005). Changing the game: What happens when video games enter the classroom?. Innovate: Jour-nal of Online Education, 1(6).

Vicari, S., & Di Vara, S. (2017). Funzioni esecutive e disturbi dello sviluppo. Erickson.

Zappalà, E., & Viola, I. (2023). La prospettiva dei futuri docenti di sostegno sul potenziale didattico e inclusivo delle TIC e dei videogames. Journal of Inclusive Methodology and Technology in Learning and Teach-ing, 3(3). https://www.inclusiveteaching.it/index.php/inclusiveteaching/article/view/104

Zelazo, P. D., Blair, C. B., and Willoughby, M. T. (2016). Executive Function: Implications for Education. NCER 2017-2000. Washington, DC: U.S. Department of Education.

##submission.downloads##

Pubblicato

2025-01-07

Come citare

Marras, A., & Babazadeh, M. (2025). A digital gamified approach to assess problem-solving skills in K9. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(3). Recuperato da https://inclusiveteaching.it/index.php/inclusiveteaching/article/view/224