Situated, embodied and social problem-solving in virtual worlds

Abstract

Contemporary theories of problem-solving highlight that expertise is domain specific, contingent on the social context and available resources, and involves knowledge, skills, attitudes, emotions and values. Developing educational activities that incorporate all of these elements is a challenge. Through case studies, this paper outlines how situated, embodied and social problem-solving activities within virtual worlds can elicit responses that engage all facets of expertise.Keywords: problem-solving; expertise; attitudes; emotions; values IntroductionIn recent years, there have been two trends in theories of problem-solving. The first is a shift from domain-general conceptualisations of problem-solving towards domain-specific models (Jonassen 2000), which recognise that the ability to resolve unfamiliar problems is less contingent on possessing a general process of problemsolving than on being able to interpret and respond to a specific situation in effective ways. This view places an emphasis on the impact of the social and environmental context from which the problem has emerged. The second trend is that it is increasingly being recognised that problem-solving expertise is not only dependent on a person's knowledge and skills, but also relies on attitudes, values and other social factors (Hatano and Oura 2003). A challenge for educators is to develop activities that equip learners with these facets of expertise.One approach for educators is to develop contextualised problem-solving challenges that elicit both cognitive and affective responses from students. These designed experiences (Squire 2006) would involve problematic situations that encourage learners to consider the range of experiences and interpretations that emerge from social interactions. Virtual worlds offer intriguing opportunities for achieving this aim, providing a four-dimensional space in which learners can participate in a narrative to engage with and resolve problems through social interactions and use of situational resources. This paper discusses current theories and educational perspectives of expertise. Then, the potential contribution of virtual worlds is outlined and illustrated through two case studies involving a problem-solving challenge situated in an organisational setting. The analysis and discussion examines the extent that the challenge invokes responses that involve attitudinal, cognitive and social facets of expertise.

Narrative, machinima and cognitive realism: Constructing an authentic real-world learning experience for law students

“…87). More recent studies indicate that situating problem solving activities within narratives in virtual worlds offers scope for task design to allow for "eliciting responses from modulated by learner's attitudes, emotions and values, so that these facets of expertise may be practised, observed discussed and reflected upon" (Cram et al, 2011;p. 262).…”

“…However, whatever its efficiency in such a context, as a learning exercise this approach to negotiation training had little to commend to it. There was, for example, little, if any, opportunity for practice or reflection (Cram, Hedberg, Gosper, & Dick, 2011;Ryan & Cockburn, 2015). Students queried the relevance of the exercise in the overall context of the subject, seeing little to connect the study of trusts with negotiation training.…”