Improving computer-based problem solving training: The role of the teacher as mediator

Abstract A number of studies have examined computer games in the classroom in the context of characteristics of the learner and characteristics of the learning environment. The present article examined the role of the teacher in computer-based problem solving. Rocky's Boots (RB) was used as an environment for analyzing the importance and role of the teacher in computer-based problem solving training. The present study provided a systematic examination of the ways in which a teacher might augment the RB program to incorporate a metacognitive emphasis into the training. Specifically examined were: (1) the level of problem solving that sixth grade children could reach in RB without teacher assistance; and (2) the amount and type of help necessary to advance their problem solving performance. Results indicated that all children reached a plateau in this performance. Children were advanced beyond that plateau by teacher intervention. Results are discussed in terms of suggestions for improving RB tutorials and advancing the potential role of the teacher as a critical element in computer-based training.