Using microgenetic methods to investigate problem solving in video games

As formative research for the development of a suite of middle school life science video games, we are adapting microgenetic research methods [15] that use repeated, small-scale task-based sessions with participants to document how reasoning and understanding can develop and change in short periods of time. In this study, we are working with students between the ages of 9 and 12, examining the development of their strategic thinking as they play commercial games that focus on problem solving tasks (World of Goo, Auditorium, Crayon Physics, Portal). The purpose of this paper is to illustrate the methods we are using and to discuss how they may help to illuminate how game mechanics, narrative context and instructional design can be utilized to create developmentally appropriate games. Author