Levelling up Problem-Solving Skills through Strategy Video Gaming and Reflection: An Intervention Study with Malaysian 15-16 year old Students

Abstract

In its Education Blueprint, the Malaysian Ministry of Education emphasised the need to strengthen national critical thinking skills in response to low PISA Problem-Solving Test rankings and employer-reported skill gaps. Strategy video games (SVGs) have been identified as a potential tool to develop problem-solving skills, yet empirical evidence in the Malaysian secondary school context remains limited. Previous studies also highlight several gaps: few local intervention studies, mixed results from international research, reliance on self-reported measures, and fidelity issues in implementation. This study examined the relationships between metacognition, mindset, and problem-solving skills, and investigated the effects of SVGs, with and without structured reflection sessions, on four dependent variables: (1) externally assessed problem-solving skills, (2) self-reported problem-solving skills, (3) metacognition, and (4) mindset. A total of 404 Form 4 pupils (15–16 years old) from nine Malaysian national secondary schools were stratified by gender and randomly assigned to a control group, an SVG group, or an SVG with reflection group. The intervention involved seven weeks of gaming, with the reflection group participating in twelve structured reflection sessions. Fidelity of implementation was also systematically assessed. Pre- and post-test scores were analysed using multiple regression, structural equation modelling (SEM), and instrumental variable estimation. Findings suggest that metacognition does not predict externally assessed problem-solving skills but does predict mindset and self-reported problem-solving skills. Preliminary results indicate that SVGs, when paired with reflection, may improve externally assessed problem-solving skills. However, low fidelity in certain components limited conclusions regarding effects on self-reported problem-solving skills, metacognition, and mindset. This study addresses key gaps in the literature and provides evidence on the potential of SVGs and structured reflection in improving problem-solving skills in Malaysian secondary schools, while also demonstrating the importance of fidelity assessment in intervention research.