Unlocking the Puzzle: Investigating Problem-Solving Patterns in 2D and 3D Virtual Reality Environments Through Mixed Methods Analysis

Abstract

This research investigates the intricate relationship between problem-solving patterns and various factors, including demographics, cognitive style, learning styles, puzzle completion, and emotional and behavioral responses in the context of 2D and 3D virtual reality (VR) puzzle-solving tasks. The study employed an explanatory sequential mixed methods design, where data were collected from 52 participants who voluntarily engaged in puzzle-solving activities in a VR environment. The first phase involved collecting quantitative data to determine the cognitive and learning styles of the participants. The second phase involved gathering qualitative data, including observations, audio, video, and screen recordings during puzzle-solving tasks. Findings revealed profound associations between problem-solving patterns and gender, education level, dominant hand, and previous VR experience. Notably, females tended to analyze puzzle pieces more thoroughly, and participants with higher education levels exhibited more remarkable analytical tendencies. The cognitive style also influenced problem-solving patterns for using two hands with a controller. Puzzle completion times were correlated with systematic/random arrangement, starting with big puzzle pieces and 3D localization skills. Emotional and behavioral responses were linked to problem-solving patterns, with systematic placement associated with lower negative emotions and higher joy, while random arrangement led to more negative emotions.

Keywords:

• Problem-solving
• well-structured problems
• virtual reality
• cognitive style
• learning style

Acknowledgments

Special thanks are also due to the participants who willingly participated in this research, dedicating their time and effort. The author acknowledges their valuable contributions to the study.

Ethical approval

The author would like to extend sincere appreciation to the Marmara University Social Science Institute Ethics Committee for providing ethical approval (2022-5/2) for this study.

Disclosure statement

The Learning Style Inventory and Cognitive Style Inventory used in this paper for the educational and non-commercial purposes reproduced from The Preiffer Library CD-ROM. Copyright (c) 1998 by Jossey-Bass/Preiffer, San Francisco, California depending on the permission on https://home.snu.edu/∼jsmith/library/front/credits.pdf

Data availability statement

The datasets generated and analyzed in this research are accessible via the Harvard Dataverse repository under the title “Cognitive and Learning Styles of VR Puzzle Solving” at the following link: https://dataverse.harvard.edu/privateurl.xhtml?token=a48b96b8-4ee3-4252-8f55-a75abd4220f3. Interested individuals can also request access to the data by contacting the corresponding author.

Additional information

Funding

This research received no financial support or funding.

Notes on contributors

Zeynep Taçgın

Zeynep Taçgın is an associate professor at Marmara University, Turkey, and an Adjunct Associate Researcher at Charles Sturt University, Australia. With over 10 years’ experience in educational technologies, she received her PhD in 2017. Her research includes instructional design, material development, learning technologies, mixed reality systems, and distance education.