Puzzle video games and the benefits for critical thinking: Developing skills and dispositions towards self-directed learning

Abstract

Peer review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research JustificationThis scholarly book is the third volume in an NWU book series on self-directed learning. It is devoted to self-directed learning research and its impact on educational practice. The importance of self-directed learning for learners in the 21st century to equip themselves with the necessary skills to take responsibility for their own learning for life cannot be over emphasised. The target audience does not only consist of scholars in the field of self-directed learning in Higher Education and the Schooling sector, but it also includes all scholars in the field of teaching and learning in the various education and training sectors. The book contributes to the discourse on creating dispositions towards self-directed learning among all learners and adds to the latest body of scholarship in terms of self-directed learning. Although from different perspectives, chapters in the book are closely linked together around selfdirected learning as central theme, following on the work done in Volume 1 of this series (Self-Directed Learning for the 21st Century: Implications for Higher Education), to form a rich knowledge bank of work on self-directed learning. This book serves as a valuable contribution to the body of scholarship in self-directed learning.In accordance with the requirements of the Department of Higher Education and Training, this book contains original content not published before and no part of the work was plagiarised.

Evaluating Video Games as Tools for Education on Fake News and Misinformation

“…They attract the player with the narrative, influencing their interest and fulfillment, key factors towards increasing commitment and satisfaction [44]. Some video games have been shown to help improve performance in critical thinking tests, like Minecraft, which requires players to think creatively and strategically to solve construction problems [45], or Portal 2, a puzzle video game in which players must find solutions to riddles [46]. Other benefits include improvements in problem-solving and decision-making [47].…”

“…Games are also media, and this becomes more pertinent when considering their extensive utilization by the youth [46]. This implies that the analysis of games requires new and distinctive methods that cannot simply be transferred from other media, though this is equally the case when we compare television and books, for example.…”

“…However, as the players create fake news, they will also learn counter-misinformation techniques and understand the benefits and limitations of different approaches. The goal is to solve the problems in the plot in a creative and strategic way that fosters creative solutions [46]. This experience provides a perfect blend of strategy and learning, allowing the player to explore the intricacies of information and misinformation.…”