tech-ucation reformation

Goodbye overheads and chalkboards! Hello virtual "paperless" classrooms!

Problem-Solving & Creativity in Gaming January 12, 2014

Filed under: 5300 — S. Michele Holmes @ 5:30 am
Tags: , , , , , , , , ,

The following is the abstract for my CECS 5300 final project – a research paper.  The full title is “Developing Effective Problem-Solving Strategies and Enhancing Creativity in Elementary School Students through Gaming.”  If you are interested in reading my final product, please contact me.

The proliferation of computer and video games in our society led to their study for educational merit. Problem-solving and creativity are two important goals of education that can be honed through gaming. The goal of this paper is to explore the research on problem-solving and creativity in gaming and present three arguments about how they help elementary students develop problem-solving skills and enhance creativity. Play is a child’s natural interaction with the world and a powerful learning tool; games are just another way for children to interact with their world, learning while playing. Games can be programmed to reflect what students will experience in the real-world allowing students to produce a plethora of products using problem-solving and creativity as they will in their professions after school. Standardized testing is not a true reflection of students’ abilities and does not allow students to express themselves creatively. Games can indicate problem-solving and creativity more accurately than standardized testing.


Educational Research or Refreshing Diversion April 20, 2013

Filed under: 5300 — S. Michele Holmes @ 3:35 am
Tags: , , ,

Our focus this week in Learning & Cognition class has been problem-solving.  This week I have been challenged to play with the following website:, reflect upon problem-solving and creativity, and spend time solving a problem or doing something creative.  This challenge could not have come at a better time because I have been writing a research paper on problem-solving, and it served as a refreshing diversion as well as opportunity to reflect upon the paper from a different perspective.

First, I followed the link to the website and read the directions on how to play the game.  It’s basically a website hyperlink maze taking you from one page to another, but the goal is to make your way from the 1st page to the 45th page and back in 16 moves.  It reminds me a lot of the text-based MUDs from my bachelor degree days having to type every movement you want to make.  Although the directions said to read the story for each room because it could give you clues to the next move, I found this to be of no help to me whatsoever, so I decided this problem needed to be solved in a different way.  It made sense to me that if it’s just 45 websites and they all have links to other sites, what if I just mapped it out to find the best path.  I remember having to take notes and make maps on video games I’d played in the past – particularly the Gabriel Knight games, Frankenstein:  Through the Eyes of the Monster, and Myst.  So I started mapping the rooms and how they link together on a piece of paper.  After quite a while, I found that some rooms can immediately link back to where you had come from, while others did not.  At this point, I felt as though this might be important to finding the most efficient route to room 45 and back, and perhaps the path may not be a perfect round-trip.  So I started my map over again, this time indicating what I had learned.  The result is pictured here.


Well, I must have messed up somewhere or it just became too complicated, because I could never find room 45.  I then realized this was a maze, and as a child, I would often solve mazes backwards – it just seemed faster sometimes.  I noticed the website addresses have the room number in them, so I simply changed the number to 45 and my hypothesis worked!  From there, I tried to map backwards using the same methods as before (you can see this in the upper right corner.  Although I found all the rooms this way, I never could find the connection.  However, I did find what might be an error in the links – I’m not sure if it’s intentional or a mistake:  when in room 44, the player is given two choices room 18 and room 21, and when room 18 is selected, it takes the player to room 11.  At this point, I had to give up and return to the research paper.  My interest in methodically mapping out the maze gave me a break from working on the research paper for at least two days, which gave me personal insight into many of the topics I was researching:  well-defined vs. ill-defined problems, approaches to problem-solving such as methodical strategies and simple trial and error, time constraints, and reflections periods.  I felt the creative activity of writing was enhanced by the activity.  But then again . . . perhaps I just wanted to procrastinate!



Full Time Mom, Part Time Day trader.


Transparency of a Female Day Trader

Eat Sleep Profit

For Traders By Traders

Trade The Day Away

Join Me on My Journey to Becoming a Day Trader


Educating with technology

Guila Muir and Associates

Developing trainers, presenters and facilitators to make a difference

My Experience

A lite journal of my experiences with, its users and administrators

Dianna's LT 5210 blog

rapid instructional design


Welcome to a record of my thoughts as I venture through the world of learning technologies as a grad student in the field.


Reflections on Instructional Design

Through stories

Scott's blog about teaching, learning, games, film...

Jonathan Gratch

Doctoral Portfolio

Teaching with Technology!

Sharing my encounters with technology as a K-5 Technology Teacher

Melissa Pelletier

Writer of Oddities

Jennifer L. Scheffer

Make IT Happen: Innovation & Technology in the Classroom

Making Connections

Teaching, Learning, Relationships, Leadership, Life, Ideas

Ms. Computer Teacher's Blog

Teach Tech Better. Learn Tech Better.