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Publication
Viewing puzzles as two-faced: theoretical and practical implications for Puzzle-based Learning
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.52 MB | Adobe PDF |
Advisor(s)
Abstract(s)
The Puzzle-based Learning approach has been applied to several fields of knowledge. In education
research papers, the instructional usage of puzzles is considered to improve learners’ motivation
and engagement and help them to develop critical skills but difficulties concerning learners’
interaction with puzzles have also been pointed out. Our paper investigates the dynamics of the
concept of a puzzle and its interface to provide a better understanding of its form and functions,
and help learners interact with puzzles. We consider Puzzle-based Learning tenets as well as their
educational impacts on both critical thinking and learner engagement and provide an original
proposal concerning the understanding of puzzles. Our proposal centered on the dynamics of
puzzles bears conceptual and educational facets. Conceptually, puzzle dynamics is viewed as
composed of two elements: a mechanism, the Puzzle Trigger, and a process, the Puzzle-Solving.
From an educational point of view, the rationale for integrating Puzzle Triggers in Puzzle-based
Learning is meant to help learners interact with puzzles and consequently become motivated and
engaged in the Puzzle-Solving process. This way, learners’ critical thinking skills are reinforced
and focused on finding solutions to challenges. We illustrate the implementation of Puzzle
Triggers and Puzzle-Solving by considering two instructional activities in a Software Development undergraduate course of an online learning Informatics Engineering Program.
Description
Keywords
Puzzle-based learning Puzzle triggers Creativity skills Critical thinking Puzzle-solving