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This dissertation explores what sets expert and great systems problem solvers apart, using a multi-player online arena setting in World of Warcraft (WoW) as a model system of study. Expert players comprise the top 0.1% of the player population, while great players comprise the top 0.5%. Systems problem solving in WoW arena is an iterative, real-time process of theory-testing, decision making, and action taken toward a desired system outcome, where one’s behavior in the system has a direct effect on the system. Expertise in WoW arena is defined by the ability to consistently reach a desired end state, requiring one to recognize complex system attributes (e.g., feedback loops, path-dependencies, non-linear effects, time-delays, etc.) and leverage those characteristics in their decision making and actions. Using grounded-theory research methods, I found subtle differences between expert and great players in their acquisition and application of in-game and systems knowledge and skills, with the most notable differences found in their attitudes towards learning and demonstration of emotional intelligence. Implications of my study include the critical role “soft” skills, which traditionally receive less attention in schools, may play in the development of content-specific or “hard” skills such as systems problem-solving. My findings also lend support to the growing argument that attitudes (e.g., growth mindsets, perseverance, passion, and grit) may be a stronger predictor of professional excellence and success in life than academic intelligence. Lastly, computer games—an inherent system of varying complexity—provides a powerful environment to both limit and augment the real world, for learners to engage in decision-making and problem solving within a systemic framework to learn to better resolve complex 21st century challenges. |
