The Cognitive Process Dimension and the Experienced Difficult in Learning Games
Abstract
This paper investigates the link between experienced difficulty and the cognitive process dimension in the revised Bloom’s taxonomy through an object transformation puzzle game. The research is centered around a path analysis of gameplay, survey data, as well as a novel approach to performance measurement in nine unique puzzles. The data from 38 participants indicate that there is a potential link between the increase in ordered thinking skills and experienced difficulty on account of increased cognitive demand, and certain cognitive processes being more sensitive to stress factors. Weaknesses in experiment design obfuscate the findings, making the conclusion inferential to the theoretical background.