Adaptation Meta-Cognitive as an Educational Tool: Animated Puzzle

Students need to be equipped with high order thinking skill in order to prepare them with future world. Eventhough variety of programs on teaching high order thinking skills has been implemented formally in schools in Malaysia and also placed in the school curriculum, the results are not to the satisfactory.  This research is proposing a suitable educational tool which can  increase higher thinking skills among students. Keeping in mind that learning is a conceptualized multidimensional development involving three components: cognitive learning achievement, meta-cognition and motivation, an educational game with Meta-cognitive activity is proposed.  An animated puzzle game that adapts acitivities that enables to nurture meta-cognitive skills has been developed and tested.  Heuristic testing and functionality testing has been done towards the project prototype and positive results has been obtained.  An enhancement of prototype will embark a new perspective of educational mechanism and could improve students higher order thinking skills capability.

[1]  Jürgen Bohn The Smart Jigsaw Puzzle Assistant: Using RFID Technology for Building Augmented Real-World Games , 2004 .

[2]  M. Phillips What Makes Schools Effective? A Comparison of the Relationships of Communitarian Climate and Academic Climate to Mathematics Achievement and Attendance During Middle School , 1997 .

[3]  Richard Rouse,et al.  Game design : theory and practice , 2001 .

[4]  W. Hartup,et al.  Imitation of a peer as a function of reinforcement from the peer group and rewardingness of the model. , 1967, Child development.

[5]  Stacy Marsella,et al.  Serious Games for Language Learning: How Much Game, How Much AI? , 2005, AIED.

[6]  Karen Neville,et al.  Using Social Media to Support the Learning Needs of Future IS Security Professionals. , 2013 .

[7]  Aron Culotta,et al.  Anytime Active Learning , 2014, AAAI.

[8]  Irfan A. Essa,et al.  Audio Puzzler: piecing together time-stamped speech transcripts with a puzzle game , 2008, ACM Multimedia.

[9]  Alistair G. Sutcliffe,et al.  Designing query support for multiple databases , 1995, INTERACT.

[10]  D. Kirsh Problem Solving and Situated Cognition , 2009 .

[11]  Kevin Buchin,et al.  Rolling Block Mazes are PSPACE-complete , 2012, J. Inf. Process..

[12]  David S. Kirk,et al.  Savannah: mobile gaming and learning? , 2004, J. Comput. Assist. Learn..

[13]  R. Rapee,et al.  Beliefs over control and meta-worry interact with the effect of intolerance of uncertainty on worry , 2012 .

[14]  R. Mayer,et al.  Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference. , 2003 .

[15]  R. Oxford When emotion meets (meta)cognition in language learning histories , 1995 .

[16]  Binti Hj Suhaili. Adawati Exploring teachers' experiences on integration of higher order thinking skills (hots) in teaching of science , 2014 .

[17]  P. Cooper,et al.  Students without voices: the unheard accounts of secondary school students with social, emotional and behaviour difficulties , 2010 .

[18]  John Kirriemuir,et al.  Literature Review in Games and Learning , 2004 .

[19]  Yee Mei Heong,et al.  The Needs Analysis of Learning Higher Order Thinking Skills for Generating Ideas , 2012 .

[20]  Patricia Cranton,et al.  Self-Directed and Transformative Instructional Development , 1994 .