Abstract
Complex problem solving (CPS) refers to a set of higher-order capacities that allow an individual to interact with a dynamic environment and solve complex problems. The purpose of this study was to develop and validate Sokoban, a game-based assessment of the planning–execution stage of the CPS framework proposed by PISA 2012. The psychometric properties of this instrument were examined in a large sample of Chinese students (n = 1145) ranging from elementary to tertiary education. The results supported the two-faceted nature of Sokoban, as well as providing preliminary evidence about criterion-related and predictive validity for the planning–execution stages of complex problem solving. These empirical results lend support to the validity of this game-based assessment, as well as its practical implications in educational settings.
| Original language | English (US) |
|---|---|
| Article number | 9 |
| Journal | Journal of Intelligence |
| Volume | 13 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2025 |
Keywords
- complex problem solving
- planning–execution
- metacognition
- game-based assessment
- achievement
- Sokoban task
- validation