| dc.description.abstract | This thesis explores how different pinball gameplay modes (solo, collaborative, and competitive) affect cognitive skill transfer, particularly problem-solving, cognitive flexibility, and emotional regulation. While serious games have been widely studied for their educational benefits, traditional mechanical games like pinball remain under-researched. This study addresses that gap by examining pinball's potential to foster adaptive learning behaviours and transferable cognitive skills.
A total of 38 participants, aged 18–30, engaged in one of the three gameplay modes and subsequently completed the Wisconsin Card Sorting Test (WCST), which is a task designed to measure cognitive flexibility. Additional data sources included pre- and post-surveys, gameplay metrics, and audio recordings coded using a validated behavioural framework. Key constructs assessed were in-game problem-solving strategies, post-game task performance, creative self-perception, perceived skill transfer, and social interaction.
Despite descriptive differences across groups, the study did not find statistically significant performance differences in WCST outcomes (accuracy, adaptability, reaction time). Competitive players scored highest on adaptability, while solo players had faster reaction times. Collaborative players reported higher psychological involvement, though their WCST scores were not significantly higher.
Self-reported perceived skill transfer was high across all gameplay modes, but not statistically different between groups, suggesting players felt cognitively engaged regardless of condition. Similarly, no significant differences were observed in creative self-efficacy or personal identity. However, a positive correlation between these two subscales was found.
Behavioural coding revealed that collaborative dyads engaged in more shared knowledge construction and coordination. They also experienced significantly greater psychological involvement than competitive dyads, aligning with theories of social presence and emotional engagement. However, these richer social dynamics did not translate to measurable gains in individual task performance.
Several limitations were identified, including a small sample size, short experimental duration, and lack of inter-coder reliability in behavioural data. The use of two different pinball machines and differing environments also introduced potential uncontrolled variables. Despite these constraints, the study supports the notion that gameplay mode shapes social and cognitive engagement styles.
In conclusion, while short-term cognitive benefits were not evident through standardized testing, gameplay mode significantly influenced how players approached problem-solving and interacted with others. Pinball, often dismissed as purely recreational, can serve as a valuable analogue tool for exploring adaptive learning, especially when embedded in reflective or collaborative settings. Future research should expand sample diversity, adopt longitudinal designs, and include structured reflection components to better capture long-term learning transfer. | |
