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Over the most recent couple of years instructional games (computer games planned explicitly for preparing or instructive purposes) have picked up consideration as an apparatus for encouraging learning in various areas of society including however not restricted to military, wellbeing, and training. Continuing advances in technology, the increasing popularity of entertainment video games and recent studies that underscore the potential of game - based learning (e.g., Federation of American Scientists, 2006; Egenfeldt- Nielsen, 2005; Mitchell & Savill-Smith, 2004) have renewed interest in the use of instructional games.
Various variables have made instructional games alluring learning devices. The advancement of technology has made it possible to play games on simple platforms such as mobile devices. This makes instructional games accessible to many people including those who do not have personal computers (Mitchell & Savill – Smith, 2004). Instructional games may create a new learning culture that better corresponds with student’s habits and interests (Prensky, 2001). All the more significantly, instructional games are believed to be powerful devices for showing troublesome and complex methodology because they (a) use action instead of explanation, (b) create personal motivation and satisfaction, (c) accommodate multiple learning styles and skills, (d) reinforce mastery skills, and (e) provide interactive and decision-making context (Charles & McAlister, 2004; Holland, Jenkins, & Squire, 2002; Sheffield, 2005).
Given these benefits, many educators are increasingly interested in using the games in the formal school setting. Report from Federation of American Scientists (2006) suggested that integration of the games into schools could help reform the educational system. “Individuals gain new information, and complex aptitudes from game play, recommending gaming could address one of the country's most squeezing needs - reinforcing our arrangement of training and getting ready for 21st century jobs” (Federation of American Scientists, 2006, p.3).
Although researchers have been studying problem solving for decades (Jonassen, 2003), the definition of problem solving tends to differ across studies. One definition of problem solving states that it is a higher-order cognitive process and intellectual function (Adachi & Willoughby, 2013).