The influence of interface style on problem solving

Svendsen, Gunnvald B.

doi:10.1016/s0020-7373(05)80134-8

Cited by 57 publications

(29 citation statements)

References 6 publications

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“…This was a sensible response, given their many prior experiences counting objects. When taking action is hard, people are more likely to follow a preexisting interpretation (O'Hara & Payne, 1998;Svendsen, 1991). This may be what children did with the pictures.…”

Section: Discussionmentioning

confidence: 92%

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Martin¹,

2005

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Five studies examined how interacting with the physical environment can support the development of fraction concepts. Nine-and 10-year-old children worked on fraction problems they could not complete mentally. Experiments 1 and 2 showed that manipulating physical pieces facilitated children's ability to develop an interpretation of fractions. Experiment 3 demonstrated that when children understood a content area well, they used their interpretations to repurpose many environments to support problem solving, whereas when they needed to learn, they were prone to the structure of the environment. Experiments 4 and 5 examined transfer after children had learned by manipulating physical pieces. Children who learned by adapting relatively unstructured environments transferred to new materials better than children who learned with "well-structured" environments that did not require equivalent adaptation. Together, the findings reveal that during physically distributed learning, the opportunity to adapt an environment permits the development of new interpretations that can advance learning.

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Section: Discussionmentioning

confidence: 92%

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Martin¹,

2005

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“…Svendsen [51] conducted a study to investigate how interaction design influences thinking and problem solving. Two versions of a game based on the Tower of Hanoi were created.…”

Section: Agencymentioning

confidence: 99%

Player–Game Interaction and Cognitive Gameplay: A Taxonomic Framework for the Core Mechanic of Videogames

2017

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Abstract:Cognitive gameplay-the cognitive dimension of a player's experience-emerges from the interaction between a player and a game. While its design requires careful consideration, cognitive gameplay can be designed only indirectly via the design of game components. In this paper, we focus on one such component-the core mechanic-which binds a player and game together through the performance of essential interactions. Little extant research has been aimed at developing frameworks to support the design of interactions within the core mechanic with cognitive gameplay in mind. We present a taxonomic framework named INFORM (Interaction desigN For the cORe Mechanic) to address this gap. INFORM employs twelve micro-level elements that collectively give structure to any individual interaction within the core mechanic. We characterize these elements in the context of videogames, and discuss their potential influences on cognitive gameplay. We situate these elements within a broader framework that synthesizes concepts relevant to game design. INFORM is a descriptive framework, and provides a common vocabulary and a set of concepts that designers can use to think systematically about issues related to micro-level interaction design and cognitive gameplay.

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“…Some have argued that as a result, high interactivity may retard the acquisition of a more abstract representation of the task and hence may not lead to the same degree of learning (O'Hara & Payne, 1998;Svendsen, 1991). With a rivercrossing problem, a low level of interactivity may force participants to think longer before selecting a move and may encourage the development of a sounder appreciation of the logical structure of the task, which then helps participants transfer their knowledge to a different presentation of the same or similar problems.…”

Section: Interactive Problem Solvingmentioning

confidence: 99%

Learning and interactivity in solving a transformation problem

Guthrie

Vallée-Tourangeau

et al. 2015

Mem Cogn

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Outside the psychologist's laboratory, thinking proceeds on the basis of a great deal of interaction with artefacts that are recruited to augment problem-solving skills. The role of interactivity in problem solving was investigated using a river-crossing problem. In Experiment 1A, participants completed the same problem twice, once in a low interactivity condition, and once in a high interactivity condition (with order counterbalanced across participants). Learning, as gauged in terms of latency to completion, was much more pronounced when the high interactivity condition was experienced second. When participants first completed the task in the high interactivity condition, transfer to the low interactivity condition during the second attempt was limited; Experiment 1B replicated this pattern of results. Participants thus showed greater facility to transfer their experience of completing the problem from a low to a high interactivity condition. Experiment 2 was designed to determine the amount of learning in a low and high interactivity condition; in this experiment participants completed the problem twice, but level of interactivity was manipulated between subjects. Learning was evident in both the low and high interactivity groups, but latency per move was significantly faster in the high interactivity group, in both presentations. So-called problem isomorphs instantiated in different task ecologies draw upon different skills and abilities; a distributed cognition analysis may provide a fruitful perspective on learning and transfer.

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The influence of interface style on problem solving

Cited by 57 publications

References 6 publications

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Player–Game Interaction and Cognitive Gameplay: A Taxonomic Framework for the Core Mechanic of Videogames

Learning and interactivity in solving a transformation problem

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