PAPER ONLINE AND OTHER ICT-BASED TRAINING TOOLS FOR PROBLEM-SOLVING SKILLS Online and Other ICT-based Training Tools for Problem-solving Skills http://dx.doi.org/10.3991/ijet.v11i06.5340 Maria Karyotaki, Athanasios Drigas N.C.S.R. ‘Demokritos’, Institute of Informatics and Telecommunications, Telecoms Lab - Net Media Lab Abstract—Problem-solving requires creative skills, critical thinking as well the ability to implement ideas and theories in practical ways. Moreover, interactive and self-managed problem-solving experiences promote students’ motivation as expressed through the developmental progression of learners’ metacognitive skills, such as self-monitoring and self-reinforcement. Effective learning based on constructiv- ist didactics, encompassing self-organized learning in com- bination with active and creative problem-solving in collab- orative settings, advances students’ concomitant cognitive and meta-cognitive processes. Hence, students’ co- construction of knowledge embodied in social dynamic learning environments, such as school-based tasks leverage the semantic relationships rising from exercising, verifying and testing of knowledge through information sharing and discussion. Future studies should focus on designing interac- tive, adaptable, ill-defined, real-world learning environ- ments to elicit students’ cognitive and meta-cognitive pro- cesses as a key factor for the effective training of problem- solving skills. Index Terms—problem-solving skills, cognitive training, collaborative problem-solving. I. TANGIBLE PROBLEM SOLVING SYSTEMS Esteves et al. initiate the Artifact Tool and Body (ATB) Framework for quantifying and classifying users’ strate- gies, reasoning abilities and overall performance in tangi- ble problem-solving tasks. Such tasks involve users’ em- ploying a set of complementary actions, such as exploring, testing, annotating or re-structuring a system state based on its physical representation. Current video-coding framework categorizes hand actions and classifies behav- iors, in other words epistemic actions, while users com- plete a physical jigsaw puzzle. Moreover, the ATB framework was empirically verified for its reliability, validity and predictive power as well as it was qualified for guiding the design of tangible systems in the future. The aforementioned tangible systems could encompass diverse and hybrid problem-solving tasks, including non- spatial or digital information elements. II. GAMES Adachi et al. made an empirical research on the longi- tudinal association between sustained strategic video game play and the promotion of adolescents’ self-reported problem solving skills as well as higher academic grades. The results of this study support that playing strategic video games predicts higher self-reported problem solving skills, thus, higher academic grades, although adolescents with higher problem solving skills tend to diminish the time spent in strategic video games play over time. Stu- dents’ training of their problem solving skills is concur- rent with the development of their executive function of inhibitory control. Therefore, educators should incorporate such cognitive training tools in order to address to stu- dents’ individualized problem solving skills development. Fu Lin et al. designed a multi-material-based learning system (MBLS), consisting of animated game-based ma- terial and static text material, in order to explore how the learning materials of a problem-solving activity, influence learning performance. The MBLS was found effective in training learner’s problem solving skills through integrat- ing cross-domain knowledge and real-time information sharing from the web. Furthermore, such interactive and adaptable learning environments increase user’s motiva- tion. Deniz Eseryel et al. designed McLarin’s Adventures MMOG, a massively multiplayer online game, addressing complex problem-solving skill development in interdisci- plinary STEM (Science, Technology, Engineering and Mathematics) secondary education. Cognitive regulation scaffolds are a determining factor in reducing students’ cognitive load as they were trying to comprehend the dynamic interrelationships among the large number of variables affecting the problem-state. System dynamic modeling in combination with stealth, embedded assess- ment with textual and graphical feedback propose an ef- fective digital game design in order to enhance students’ complex problem-solving skill acquisition. Hwang et al. incorporated a web-based information- searching question and a mini-game into an online prob- lem-solving gaming activity with the aim to support ele- mentary students’ learning achievements and motivation. This multiplayer competition, online game consisted in a board game interface, combining a learning management mechanism, a gaming mechanism and a link to a search engine in order to provide multiple modes of scaffolding to its users. The system had a positive influence on both students’ learning achievements and learning attitude towards their subject material as well as on their overall motivation and engagement in the problem solving activi- ty. Furthermore, it is highly recommended that students use collaborative games, such as the Classroom Multi- player Presential Game (CMPG) or online competitive games for promoting learners’ interactions in different locations or classes. Yang performed an empirical study on the effectiveness of a digital game, the “SimCity Societies”, in improving students’ problem solving skills as well their learning motivation and academic achievement. Results verified the development of students’ problem solving skills, nota- bly, in a rather extended period of time, a full semester. iJET ‒ Volume 11, Issue 6, 2016 35