Corrigendum to "Problem solving through digital game design: A quantitative content analysis" [Computers in Human Behavior 73 (2017) 28-37]

1 (pg 28) “Despite the widely-recognized importance of problem-solving as a higher-order thinking skill, during formal schooling students do not get many chances to solve complex problems that they face in their daily lives (Jonassen, 2004; Mayer & Wittrock, 2006). One reason for this is that schools place a heavy emphasis on covering and delivering content knowledge.” (Akcaoglu & Koehler, 2014, p. 72) 2 (pg 28) “Practice in well-structured problems (i.e., problems with one possible solution) do not help students in gaining skills to solve real-life problems, which are characterized as illstructured, complex, and having usually more than one solution (Jonassen, 2000).” (Akcaoglu & Koehler, 2014, p. 72) 3 (pg 28) “Because of the shortcomings of formal education in teaching problem-solving skills, researchers and educators sought alternative ways to teach students skills necessary to solve complex problems (Mayer & Wittrock, 1996).” (Akcaoglu & Koehler, 2014, p. 72) 4 (pg 29) “Problem-solving is reaching a desired goal state from a given state by overcoming barriers in between and when there are no obvious ways of reaching the goal state (Mayer & Wittrock, 2006). By this definition, problem refers to situations when a problem solver has a goal but does not have obvious methods to get there. The act of design, where the designer's goal is to reach a desired goal state (i.e., the final design) can be considered as an example of a problem situation (Smith & Boling, 2009). The process of problemsolving involves activation of important cognitive skills, and therefore, problem-solving is often seen synonymous to thinking (Mayer, 1977). From a cognitive perspective, the problem-solving process involves representing, planning,