Investigating the effects of SOLO taxonomy with reflective practice on university students' meta-cognitive strategies, problem-solving, cognitive flexibility, spatial anxiety: an embedded mixed-method study on 3D game development

Abstract

The 3D game development process is significant in improving knowledge and skills, such as literacy of information technologies, computational, analytical, and algorithmic thinking, programming, and spatial abilities. Besides, the 3D game development is a difficult and complex learning process. Within this context, it was decided that teaching should be restructured to support the metacognitive strategies' use skills of students. SOLO taxonomy was used as a framework for restructuring the content of teaching. In the literature, SOLO is preferred as a solution for teaching contents, which is complex and challenging to learn. The aim of this study is to improve problem-solving skills (PSS), cognitive flexibility, meta-cognitive strategies use skills and spatial anxiety in teaching the 3D game development, supported with metacognitive strategies and restructured with SOLO. An embedded pattern is used in this study. This study showed that experimental intervention influences change in students' PSS and metacognitive strategies use skills. It is necessary to include SOLO taxonomy in content planning to increase the learning performance. It is supposed that the study results will provide an insight for implementers to design and execute difficult and complex teaching in computer science education and will assist them in developing different perspectives.