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This paper is grounded in the notion that educating problem solvers is one of the most critical functions of higher education. Indeed, governmental bodies and industry regularly demand such problem-solving competencies and they are becoming an increasingly intentional aspect of engineering education curricula.[1,2] Despite the focus on problem-solving, a disconnect exists between the types of problems solved in educational settings and those encountered in professional settings and communities.[3] We believe this disconnect is in part because education systems are structured on assessment (e.g., grades, diplomas, accreditation) and thus do not prioritize teaching what cannot reliably be assessed. Operationalizing and rigorously assessing complex problem solving skills requires examining the reasoning process itself in addition to evaluating the accuracy of solutions generated. Most methods of researching problem-solving process involve self-report data which, while validated, still have limitations associated with the difference between individual perception and observable action. Building on the work of others to address such limitations, [4,5] we prioritize research protocols that move beyond pairing of achievement (right/wrong answers) and self-reported reasoning process (think-aloud protocols) to include observable data during problem-solving process that can corroborate (or refute) the self-report data. The central aim of this paper is to explore the feasibility of using an educational computer game as a novel means of assessing problem-solving competency. In this case, the novelty of the approach compared to traditional methods is twofold: (1) the use of a computer game enables us to directly observe problem-solving process through action in the game and (2) because of the naturally immersive game environment, we hope to see motivation and persistence in the face of complex problems that might otherwise be difficult to achieve in a laboratory setting. As a feasibility study, we will present methods and data that we suggest should guide further research but should not be used to make specific claims. Before describing this exploratory study, we briefly review relevant literature of problems and problem-solving.

Exploring the Feasibility of an Educational Computer Game as a Novel Means of Assessing Problem Solving Competencies