تبیین فرآیند حل مسئله در بازی رایانه ای تعاملی «فرزندان مورتا» و «میراث نگهبانان نور» از نظرگاه جان دیویی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش پیش رو، با تمرکز بر ضرورت کسب توانایی حل مسئله از سن کودک و نوجوان، به تبیین فرآیند حل مسئله در دو بازی رایانه ای تعاملی «فرزندان مورتا» و «میراث نگهبانان نور» پرداخته است. بازی های انتخاب شده، داستان محور و دارای روایتی خانواده محوراست که با داستان شروع می شوند و به نبرد با پلیدی می روند. کودک در این بازی ها، به یادگیری و بازسازی تجارب خود پرداخته و با طرح مسئله در ذهن، منجر به ساخت فرضیه، آزمایش فرضیه ها و در نهایت ارزشیابی می شود. پرسش اصلی پژوهش، چیستی نقش مهارت های حل مسئله در سبک زندگی، فرهنگ سازی و چگونگی جهت دهی بازی های رایانه ای تعاملی حوزه کودک و نوجوان است. روش پژوهش، توصیفی-تحلیلی و با ماهیت کیفی است و از آنجا که مولفه های حل مسئله دیویی، فیلسوف آمریکایی قرن بیستم و از پیشتازان پراگماتیسم، به خوبی با مراحل بازی های منتخب قابل انطباق است، بر این مبنا، برای پاسخ دادن به پرسش هایی پیرامون مراحل حل مسئله در بازی های فوق الذکر، به جمع آوری اطلاعات درباره حل مسئله توجه شده و مولفه های پنج گانه حل مسئله در بازی های رایانه ای مذکور تحلیل شده است تا نقش مخاطب را به عنوان کنشگر روایت و هدایتگر بازی با استفاده از پی رنگ ها بررسی نماید. نتایج پژوهش بیانگر این است که در این گونه از بازی های داستان محور، امکان یافتن راهکارهای حل مسئله برای کودک و نوجوان درگیر این بازی های تعاملی پویا، فراهم می شود. به این ترتیب بازی های رایانه ای تعاملی منتخب، در پرورش تفکر حل مسئله در کودک و نوجوان، با فرآیندهایی که در فرآیند حل مسئله از دیدگاه جان دیویی طی می کنند، نقش مهمی دارند. همچنین توسعه آگاهانه و هدفمند این گونه از بازی ها، می توانند نقش کلیدی در پرورش و فرآیندهای شناختی کودک و نوجوان ایفا کنند.Explanation of the Problem-Solving Process in the Interactive Computer Games "Children of Morta" and "Legacy of the Guardians of Light" from John Dewey’s Perspective
In today's world, computer games are utilized to achieve various objectives, and by harnessing their potential, creative thinking skills—or more precisely, problem-solving abilities—can be nurtured in children and adolescents. However, the absence of storytelling in most computer games has resulted in the loss of a valuable opportunity to educate children and adolescents on lifestyle principles, making entertainment their primary focus instead. In this regard, it is essential to highlight that problem-solving ability is one of the most significant manifestations of human insight and a worthy educational goal for acquiring knowledge and developing cognitive and practical skills. Throughout their lives, individuals constantly encounter a wide range of challenges and obstacles in their personal, family, social, and professional activities, compelling them to seek various solutions. By studying the numerous ways in which we address problems, we aspire to learn how to resolve them effectively. Problem-solving serves as a fundamental factor in personal and social development, growth, dynamism, and progress. Possessing this ability as a life skill is crucial for the survival of future generations. People of all ages and in different circumstances need to acquire this skill to facilitate their lives. Thus, problem-solving entails finding the most appropriate solution to achieve goals based on existing conditions, and how individuals apply it plays a vital role in determining their quality of life and success in various personal and social aspects. Moreover, it is directly linked to their future decision-making. On the other hand, creative thinking and problem-solving share numerous commonalities. In other words, a wide range of situations can be described as problems, and the cognitive processes that lead to new and useful outcomes in those situations are called problem-solving. Therefore, many interesting puzzles can be solved and expanded upon through a successful problem-solving theory. This research, by studying the interactive video games Children of Morta and Legacy of the Guardians of Light, examines the problem-solving process in these games and analyzes a sample from the perspective of John Dewey, a twentieth-century American philosopher and educational theorist. Dewey's five components, including ambiguous situation, problem definition, problem construction method, formulation of provisional hypotheses, and hypothesis testing, are used for this purpose. The present research, focusing on the necessity of acquiring the ability to solve problems from the age of children and adolescents, has explained the process of problem-solving in two interactive computer games, Children of Morta and Legacy of the Guardians of Light. The selected games are story-oriented and have a family-oriented narrative that starts with the story and leads to the battle with evil. In these games, the child learns and reconstructs his experiences, and by posing a problem in his mind, it leads to hypothesis building, hypothesis testing, and finally evaluation. The reason for choosing these particular games is that, in these interactive games, children and adolescents encounter a problem based on the stages they progress through in the game, which shapes the main narrative of the games. Therefore, by identifying the problem and using the tools they find along the way, they address the hypotheses in the game and eventually, after testing the hypotheses, reach the desired outcome—victory and saving the city and the family. From the beginning, the narrator introduces elements such as sacrifice, support, courage, and love for family. Another reason for selecting these games is the process from the beginning to the end of the game. For instance, a problem arises in the city, and the main characters of the game must find a solution to save the city and its people. They consider the aspects of the problem, go through various stages in the game, and encounter hypotheses to solve this issue. Each of these hypotheses is tested, and ultimately, a desirable result is achieved. On the other hand, playing is considered an important activity in which children can improve their problem-solving skills. Throughout the game, they face various problems such as analyzing solutions, making decisions, solving problems, or simulating real-life situations in their minds. In this context, the authors aim to answer the question of how the role of problem-solving skills influences the cultural shaping and direction of interactive video games in the field of children and adolescents. Regarding the research hypothesis, it seems that exploring selected interactive video games and defining the stages of problem-solving in the narrative structure of these games plays a crucial role in shaping the course of the game and the player’s involvement with these issues. It also seems that by consciously and purposefully developing such indigenous games, it is possible to design games that can be effective in nurturing and cognitive development processes for children and adolescents. The research method, which falls within the child and adolescent age group (9 to 12 years old), is qualitative in nature and has been conducted using a descriptive-analytical approach with a developmental-applicative goal. The results of the research show that in this type of story-based games, it is possible to find problem-solving solutions for children and teenagers involved in these dynamic interactive games. In this way, selected interactive computer games play an important role in developing problem-solving thinking in children and adolescents with the processes that go through the problem-solving process from John Dewey's point of view. Also, the conscious and purposeful development of such games can play a key role in the upbringing and cognitive processes of children and adolescents. Based on this, after defining the problem in the games Children of Morta and Legacy of the Guardians of Light, and understanding the problem-solving processes and the reasons behind them, as well as the proposed stages for problem-solving, including appropriate approaches to problem-solving, identifying the current situation, solution finding, evaluating and revising various solutions, and ultimately selecting the best solution and then implementing it—are among the steps the player will go through in the mentioned games. Therefore, in such story-driven games, the possibility of finding problem-solving strategies for children and adolescents engaged in these dynamic interactive games is provided. In this way, with existing capabilities and talents, interactive story-driven video games can be designed to introduce and teach problem-solving stages to children and adolescents (for dealing with life issues at later ages and enabling them to solve problems). On the other hand, by utilizing user feedback on the games, elements such as sacrifice, support, courage, problem-solving abilities in the face of challenges, and learning to find solutions are highlighted, which aligns well with Dewey’s problem-solving theory. On the other hand, this aspect of the games may have been overlooked by the developers, and such analyses can contribute to the knowledge of game development and guide these games toward various educational objectives.
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