Measuring Problem Solving Skills in Portal 2

L. Wang e-mail: [email protected] This chapter describes current research investigating the use of the video game Portal 2 (Valve Corporation) as a vehicle to assess and potentially support problem solving skills in students. Portal 2 is an example of a well-designed game in that it provides players with a very rich, interesting environment whereby players interact with complex problems, encounter adaptive challenges, receive ongoing feedback, and engage in meaningful learning (Gee 2003; Shute et al. 2011). As Van Eck (2007) has argued, playing games is an important part of the human experience, and serves as the basis for experiential learning. However, as we progress through life, playing-to-learn decreases, particularly in formal educational settings. A main reason why this research on assessing and supporting problem solving skills is important is because in today’s interconnected world, being able to solve complex problems is, and will continue to be, of great importance. However, students today are not receiving adequate practice solving such problems. Instead, they are exposed to problems that tend to be sterile and flat in classrooms and experimental settings (e.g., math word problems, Tower of Hanoi). We believe that schools need to move beyond the simple content-learning mindset and towards assessing and supporting important skills in the twenty-first century. A survey conducted by the Global Strategy Group (a leading American research firm) has suggested that college graduates today are not prepared for their future careers (as cited in Minners 2012). Participants included 500 elite business decision makers selected by the researchers. Nearly half (49 %) of them agreed that having strong problem-solving skills is the most important skill set they are looking for in job applicants. But schools are falling short of supplying students with these skills. One problem is that learning and succeeding in a complex and dynamic world is not easily or optimally measured by traditional types of assessment (e.g., multiple-choice