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Problem solving e cani: imparare, giocando

Negli ultimi anni i problem solving o “giochi di attivazione mentale” si sono ritagliati uno spazio sempre più grande nelle vetrine e tra gli scaffali dei negozi di animali, vuoi per le loro forme e colori accattivanti vuoi anche perché incuriosiscono fin da subito “chissà se Pippo è in grado di farlo?”

Ma oltre ad esseri belli, i problem solving sono giochi per cani anche utili .

Spesso i proprietari tendono a concentrarsi molto sull’attività fisica (che è fondamentale), proponendo giochi di movimento e dimenticandosi che anche il cane ha una mente e che anche questa deve essere esercitata.

Inoltre, cercare di stancare il cane facendolo correre e saltare alle lunghe potrebbe essere controproducente . Infatti, l’effetto che otterremo, alla lunga, sarà quello di allenarlo.

Se la prima volta, al decimo lancio di pallina, il nostro cane sarà esausto, dopo un po’ ce ne vorranno 15, 20 e sempre di più.

Infine, come per gli esseri umani, anche per il cane l’attività mentale stanca quasi più di quella fisica .

Dopo un’ora di calcetto con gli amici sarò di sicuro sudato e affaticato, ma dopo un’ora di lettura di un manuale di diritto privato non sarò più in grado di intendere e volere.

Cosa sono i giochi per cani di attivazione mentale?

Bicchierini da sollevare , cassetti da aprire , bottiglie che ruotano e tanto altro possono essere acquistati in negozio oppure costruiti in casa riciclando oggetti della vita quotidiana (una breve ricerca su Internet offre moltissimi spunti per giocare con il cane).

Attenzione nel caso del “fai da te” a scegliere con cura i materiali ed evitare che possa ferire il vostro amico a quattro zampe.

Prima di vedere come presentare un problem solving al cane, è interessante soffermarci su…

… Come risolve un problema il cane?

Quali sono i modi che un cane può utilizzare per intervenire operativamente sulla realtà? A differenza di noi primati, che utilizziamo gli arti superiori per il 99% delle nostre azioni, il cane ha diversi strumenti per interagire con il mondo :

• prendere in bocca;
• indicare, toccare e spostare con il naso;
• utilizzare le zampe anteriori.

Ogni proprietario avrà notato che il proprio cane è bravissimo nell’utilizzare una o più di queste risorse: cani in grado di sfilare fazzoletti dalle tasche come i migliori borseggiatori; cani che faranno sparire il corpo del reato (spesso il fazzolettino di prima) nascondendolo accuratamente spostando la terra e le foglie usando il naso o promettenti geologi che in 5 minuti in giardino hanno già raggiunto la prima falda acquifera scavando con le zampe .

Sapere come il nostro amico a quattro zampe preferisce interagire con la realtà, ci permetterà di proporgli giochi per cani che sono in linea con le sue caratteristiche .

Come presentare un problem solving

Il cane deve essere nelle condizioni di poter vincere sempre , quindi, specialmente le prime volte, dovremmo essere bravi a proporre al cane giochi che sia effettivamente in grado di risolvere con le sue competenze.

Partiremo, quindi, da giochi semplici (come un bocconcino sotto un bicchiere di plastica) fino ad arrivare a “enigmi” molto più complessi .

Anche se il cane deve risolvere il problem solving in autonomia, è fondamentale che il proprietario sia al suo fianco tutto il tempo.

I problem solving non sono dei giochi per tenere occupato il cane mentre noi dobbiamo fare altro.

Avere il proprio proprietario accanto per il cane è importante , non tanto per l’aiuto materiale che possiamo dargli nella risoluzione (che comunque deve essere minimo), quanto per il sostegno “psicologico” che la nostra presenza gli trasmette.

Armatevi di pazienza , soprattutto le prime volte in cui il cane non ha ancora chiarissimo il funzionamento del gioco, e lasciatelo libero di esprimersi senza nessun intervento correttivo , anche se vi sembra che stia sbagliando.

Se dopo qualche minuto il cane non avesse ancora risolto il problem solving, cercate di semplificarglielo.

GUARDA IL VIDEO EDUCATIVO

L’educatore e istruttore cinofilo lorenzo ruzzi spiega come proporre al cane i problem solving.

Per educare il cane a concentrarsi proponetegli il gioco in casa , riducendo così al minimo gli stimoli esterni che potrebbero distrarlo.

Su cosa lavorano questi giochi per cani

I problem solving sono prima di tutto divertenti . Divertenti per il cane e divertenti per il proprietario, già solo per questo motivo, secondo me, dovrebbero essere proposti a tutti i cani. Ma i lati positivi sono molti, oltre a far diventare il proprietario un “dispensatore” di attività divertenti e stimolanti :

• aumentano l’autostima e l’autoefficacia del cane che riesce a risolvere uno scacco;
• stimolano le capacità cognitive del cane come la memoria, l’attenzione, la concentrazione e l’autocontrollo;
• favoriscono uno stato di calma e di concentrazione , senza il quale sarebbe impossibile affrontare un problema e trovarne la soluzione.

Possiamo, inoltre, sfruttare tutta la fase di preparazione del problem solving per educare il cane ai comandi base  (come seduto e resta), in un contesto più divertente e stimolante di una singola sessione di training.

Sono anche molto utili come attività alternativa a quella fisica , in quei giorni in cui si possa dedicare meno tempo a quest’ultima, come in caso di pioggia o caldo eccessivo.

Ovviamente, non possono sostituire la passeggiata o i giochi all’aria aperta , ma sono utili da affiancare a tutto il resto per ampliare il suo bagaglio di conoscenze e incrementare la sua flessibilità cognitiva.

L’importanza della flessibilità cognitiva

Il cane, a differenza di altri mammiferi come il gatto, ha un’ intelligenza prevalentemente di tipo ostinativo : se voglio qualcosa, mi imputerò fino ad ottenerlo.

Questo atteggiamento, per anni utile al contesto in cui viveva un cane (se vedo una preda, non la posso perdere neppure per un secondo), non funziona sempre e comunque nella società umana , caratterizzata per cambi continui di situazioni, contesti, stili di vita e modelli relazionali.

Pertanto, educare il cane a ragionare, a trovare soluzioni diverse ed innovative, aumenta la sua flessibilità cognitiva , cioè la sua capacità di agire fuori degli schemi comportamentali classici e riuscire a utilizzare una strada alternativa per raggiungere un obiettivo.

È una caratteristica estremamente adattativa : fare in modo che il nostro cane, di fronte ad una difficoltà, sia in grado di fare appello alle sue competenze e adattarle alla situazione specifica, in modo da trarne un esperienza e non un trauma , aumenta sicuramente la sua capacità di integrarsi in modo positivo nell’ecumene umana.

Lorenzo Ruzzi

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Overview of the Problem-Solving Mental Process

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Rachel Goldman, PhD FTOS, is a licensed psychologist, clinical assistant professor, speaker, wellness expert specializing in eating behaviors, stress management, and health behavior change.

• Identify the Problem
• Define the Problem
• Form a Strategy
• Organize Information
• Allocate Resources
• Monitor Progress
• Evaluate the Results

Frequently Asked Questions

Problem-solving is a mental process that involves discovering, analyzing, and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue.

The best strategy for solving a problem depends largely on the unique situation. In some cases, people are better off learning everything they can about the issue and then using factual knowledge to come up with a solution. In other instances, creativity and insight are the best options.

It is not necessary to follow problem-solving steps sequentially, It is common to skip steps or even go back through steps multiple times until the desired solution is reached.

In order to correctly solve a problem, it is often important to follow a series of steps. Researchers sometimes refer to this as the problem-solving cycle. While this cycle is portrayed sequentially, people rarely follow a rigid series of steps to find a solution.

The following steps include developing strategies and organizing knowledge.

1. Identifying the Problem

While it may seem like an obvious step, identifying the problem is not always as simple as it sounds. In some cases, people might mistakenly identify the wrong source of a problem, which will make attempts to solve it inefficient or even useless.

Some strategies that you might use to figure out the source of a problem include :

• Asking questions about the problem
• Breaking the problem down into smaller pieces
• Looking at the problem from different perspectives
• Conducting research to figure out what relationships exist between different variables

2. Defining the Problem

After the problem has been identified, it is important to fully define the problem so that it can be solved. You can define a problem by operationally defining each aspect of the problem and setting goals for what aspects of the problem you will address

At this point, you should focus on figuring out which aspects of the problems are facts and which are opinions. State the problem clearly and identify the scope of the solution.

3. Forming a Strategy

After the problem has been identified, it is time to start brainstorming potential solutions. This step usually involves generating as many ideas as possible without judging their quality. Once several possibilities have been generated, they can be evaluated and narrowed down.

The next step is to develop a strategy to solve the problem. The approach used will vary depending upon the situation and the individual's unique preferences. Common problem-solving strategies include heuristics and algorithms.

• Heuristics are mental shortcuts that are often based on solutions that have worked in the past. They can work well if the problem is similar to something you have encountered before and are often the best choice if you need a fast solution.
• Algorithms are step-by-step strategies that are guaranteed to produce a correct result. While this approach is great for accuracy, it can also consume time and resources.

Heuristics are often best used when time is of the essence, while algorithms are a better choice when a decision needs to be as accurate as possible.

4. Organizing Information

Before coming up with a solution, you need to first organize the available information. What do you know about the problem? What do you not know? The more information that is available the better prepared you will be to come up with an accurate solution.

When approaching a problem, it is important to make sure that you have all the data you need. Making a decision without adequate information can lead to biased or inaccurate results.

5. Allocating Resources

Of course, we don't always have unlimited money, time, and other resources to solve a problem. Before you begin to solve a problem, you need to determine how high priority it is.

If it is an important problem, it is probably worth allocating more resources to solving it. If, however, it is a fairly unimportant problem, then you do not want to spend too much of your available resources on coming up with a solution.

At this stage, it is important to consider all of the factors that might affect the problem at hand. This includes looking at the available resources, deadlines that need to be met, and any possible risks involved in each solution. After careful evaluation, a decision can be made about which solution to pursue.

6. Monitoring Progress

After selecting a problem-solving strategy, it is time to put the plan into action and see if it works. This step might involve trying out different solutions to see which one is the most effective.

It is also important to monitor the situation after implementing a solution to ensure that the problem has been solved and that no new problems have arisen as a result of the proposed solution.

Effective problem-solvers tend to monitor their progress as they work towards a solution. If they are not making good progress toward reaching their goal, they will reevaluate their approach or look for new strategies .

7. Evaluating the Results

After a solution has been reached, it is important to evaluate the results to determine if it is the best possible solution to the problem. This evaluation might be immediate, such as checking the results of a math problem to ensure the answer is correct, or it can be delayed, such as evaluating the success of a therapy program after several months of treatment.

Once a problem has been solved, it is important to take some time to reflect on the process that was used and evaluate the results. This will help you to improve your problem-solving skills and become more efficient at solving future problems.

A Word From Verywell​

It is important to remember that there are many different problem-solving processes with different steps, and this is just one example. Problem-solving in real-world situations requires a great deal of resourcefulness, flexibility, resilience, and continuous interaction with the environment.

Get Advice From The Verywell Mind Podcast

Hosted by therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast shares how you can stop dwelling in a negative mindset.

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You can become a better problem solving by:

• Practicing brainstorming and coming up with multiple potential solutions to problems
• Being open-minded and considering all possible options before making a decision
• Breaking down problems into smaller, more manageable pieces
• Asking for help when needed
• Researching different problem-solving techniques and trying out new ones
• Learning from mistakes and using them as opportunities to grow

It's important to communicate openly and honestly with your partner about what's going on. Try to see things from their perspective as well as your own. Work together to find a resolution that works for both of you. Be willing to compromise and accept that there may not be a perfect solution.

Take breaks if things are getting too heated, and come back to the problem when you feel calm and collected. Don't try to fix every problem on your own—consider asking a therapist or counselor for help and insight.

If you've tried everything and there doesn't seem to be a way to fix the problem, you may have to learn to accept it. This can be difficult, but try to focus on the positive aspects of your life and remember that every situation is temporary. Don't dwell on what's going wrong—instead, think about what's going right. Find support by talking to friends or family. Seek professional help if you're having trouble coping.

Davidson JE, Sternberg RJ, editors.  The Psychology of Problem Solving .  Cambridge University Press; 2003. doi:10.1017/CBO9780511615771

Sarathy V. Real world problem-solving .  Front Hum Neurosci . 2018;12:261. Published 2018 Jun 26. doi:10.3389/fnhum.2018.00261

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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Can Video Gameplay Improve Undergraduates’ Problem-Solving Skills?

Benjamin emihovich.

University of Michigan - Flint, Flint, USA

Nelson Roque

Pennsylvania State University, State College, USA

Justin Mason

University of Florida, Gainesville, USA

In this study, the authors investigated if two distinct types of video gameplay improved undergraduates’ problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game- based learning are discussed.

Introduction

Video games are played by more than half of the U.S population and the video game industry generated $36 billion in 2018 ( ESA, 2018 ). Given the popularity and success of the video game industry, game- based scholars are exploring how well-designed video games can be used to improve a wide range of knowledge, skills, and abilities referred to as game-based learning (GBL). Proponents of GBL argue that well-designed video games are grounded by active participation and interaction as the focal point of the learner experience and can lead to changes in behavior and cognition ( Ifenthaler, Eseryel, & Ge, 2012 ; Shute et al., 2019 ). Moreover, well-designed video games immerse players in environments that can provide a framework for learning experiences by promoting engagement and transfer from simulated worlds to the natural world ( Dede, 2009 ).

Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century ( Shute & Wang, 2016 ). American students trail their international counterparts in problem-solving skills on the Program for International Student Assessment (PISA) Problem Solving Test. Furthermore, American business leaders complain about recent college graduates’ lack of problem-solving skills. Two surveys conducted by the Association of American Colleges and Universities of business leaders and students indicated that problem-solving skills are increasingly desirable for American employers, but only 38% of employers reported that recently hired American college graduates could analyze and solve complex problems while working ( Hart Associates, 2018 ).

Researchers of video game studies find that gameplay can be positively associated with the improvement of problem-solving skills ( Shute, Ventura, & Ke, 2015 ; Spires et al., 2011 ). However, current discourse in the field of gameplay and problem-solving skills centers primarily on descriptive research ( Eseryel et al., 2014 ) which can be summarized based on the following premise: video games require players to solve problems, and over time, playing video games will lead to improved problem- solving skills ( Hung & Van Eck, 2010 ). Descriptive research is important to argue that video games support problem-solving skills, but further empirical research is needed to demonstrate whether problem-solving skills are acquired through video gameplay. This research study addressed whether two distinct types of video gameplay empirically affects undergraduates’ problem-solving skills.

Video Games and Problem-Solving Skills

According to Mayer and Wittrock’s (2006) definition, problem solving includes four central characteristics: (1) occurs internally to the problem solver’s cognitive system; (2) is a process that involves conceptualizing and manipulating knowledge; (3) is goal directed; and (4) is dependent on the knowledge and skills of the problem solver to establish the difficulty in which obstacles must be overcome to reach a solution. Unlike the well-structured problems that students face in formal learning settings, well-designed games provide students with challenging scenarios that promote problem-solving skills by requiring players to generate new knowledge from challenging scenarios within interactive environments, while also providing immersive gameplay that includes ongoing feedback for the players to hone their problem-solving skills over time ( Van Eck, Shute, & Rieber, 2017 ). Rules govern video gameplay mechanics and one component of problem solving is the ability to apply existing rules in the problem space known as rule application ( Shute et al., 2015 ). One example of a rule application is found in the well-researched problem-solving puzzle the Tower of Hanoi ( Huyck & Kreivenas, 2018 ; Schiff & Vakil, 2015 ; TOH, 2019 ). The rule application component of problem-solving skill is one of the dependent variables in this study. Rule application refers to the problem-solver’s representation of the problem space through direct action, which is critical to problem solving ( Van Eck et al., 2017 ).

Literature Review

Video gameplay and transfer.

Researchers contend that the hidden power of well-designed video games is their potential to address higher-level learning, like retention, transfer, and problem-solving skills ( Gee, 2008 ; Shute & Wang, 2015 ). Retention is the ability to remember the presented information and correctly recall it when needed, while transfer is the ability to apply previously learned information in a novel situation ( Stiller & Schworm, 2019 ). Possible outcomes of playing video games may include the improvement of collaborative problem-solving skills, confidence, and leadership skills that are transferable to the workforce environment. Recent research on video game training studies and transfer of cognitive and noncognitive skills indicates that gameplay is positively associated with the improvement of attention, problem-solving skills, persistence ( Green & Bavelier, 2012 ; Rowe et al., 2011 ; Shute et al., 2015 ; Ventura et al., 2013 ), executive functions ( Oei & Patterson, 2014 ), and hypothesis testing strategies ( Spires et al., 2011 ). However, other researchers have found null effects of video gameplay and transfer of cognitive skills ( Ackerman, et al., 2010 ; Baniqued, Kranz, et al., 2013 ; Boot et al., 2008 ).

A recent meta-analysis of brain-training interventions found that brain-training interventions can improve performance on trained tasks but there were fewer examples of interventions indicating improved performance on closely related tasks, and minimal evidence that training enhances performance on daily cognitive abilities ( Simons et al., 2016 ). Among those finding null effects, questions were raised about the methodological shortcomings of video game training and transfer studies that are common pitfalls in experimental trials. Some of the pitfalls included failing to report full methods used in a study and lack of an effective active control condition that can expect to see similar improvement in competencies as the experimental group ( Baniqued et al., 2013 ; Boot, 2015 ; Boot, Blakely & Simons, 2011 ). Unless researchers define recruitment methods for participants and their gaming expertise (novice vs. expert), as well as compare active control groups with experimental groups receiving equal training games, then differential improvement is indeterminable ( Boot et al., 2013 ; Shute et al., 2015 ). The recruitment approach is outlined in the Method section.

Motivation for Selection of Games

The video games selected for this research study were based on the problem-solving skills players exercise and acquire through gameplay that were aligned with the problem-solving skills assessed on the external measures, the PISA Problem Solving Test and the Tower of Hanoi (TOH). Well-designed video games include sound learning principles embedded within gameplay such as requiring players to solve complex problems which can then be applied to other learning contexts ( Lieberman et al., 2014 ). In this study, the authors examined the effects of playing World of Warcraft ( Activision Blizzard, 2019 ) and CogniFit ( CogniFit, 2019 ) for twenty hours on undergraduates’ problem-solving skills (rule application and problem-solving transfer). The inclusion of CogniFit addresses a main concern of game-based research which is the lack of an active control condition to determine differential improvement ( Boot et al., 2013 ).

Problem-Solving and Video Gameplay Model

The authors have identified observable in-game behaviors (i.e., indicators) during gameplay that provide evidence for each of the problem-solving processes on the PISA Problem Solving Test. The process included playing each video game extensively, checking community forums for solutions to the most challenging problems for each game, and viewing experts’ gameplay video channel streams on YouTube. After generating a list of credible indicators, those selected were based on the following criteria: (a) relevance to the PISA problem solving levels of proficiency and (b) verifiable through gameplay mechanics. Examples of indicators for the PISA problem-solving processes for each game are listed in Tables 1 and ​ and2. 2 . The purpose of developing the problem-solving behavior model is to operationalize the indicators of gameplay that align with the cognitive processes being assessed on the PISA test (i.e., Exploring and Understanding, Representing and Formulating). The PISA Problem Solving Test contains questions representing six levels of proficiency: Level 1 is the most limited form of problem-solving ability such as rule application (solving problems with simple rules or constraints) and Level 6 is the complex form of problem-solving ability (executing strategies and developing mental models to solve problems). The PISA test will determine whether there is transfer of problem-solving skills from video gameplay to novel scenarios.

Examples of indicators for each PISA problem-solving process in Warcraft

Examples of indicators for each PISA problem-solving process in CogniFit

World of warcraft

Massive multiplayer online role-playing games (MMORPGs) require players to manage resources, adapt playstyle to the environment, test new skills and abilities, identify and apply rules to solve problems as well as explore the story of the game through questing. MMORPGs like Warcraft provide gameplay experiences that are analogous to meaningful instruction by offering complex multifaceted problems that require model-based reasoning—understanding interrelated components of a system, and feedback mechanisms among the components to find the best solutions to problems that arise using available tools and resources in a given environment ( Chinn & Malhotra, 2002 ; Steinkuehler & Chmiel, 2006 ). Therefore, if MMORPGs provide an authentic sense of inquiry into solving problems through gameplay, then it is worth testing whether these gameplay experiences transfer to novel problem-solving scenarios.

One specific example of transfer from gameplay in the MMORPG Warcraft to a natural context concerns the problem of reducing travel time. When players enter the game environment, they must account for extended travel time between different activities such as exploration, questing, and combat. To solve this problem, players are given a tool that can be accessed on their user interface by pressing (M) on their keyboard, which opens the map. Listed on the map are designated flight paths (FPs) that act as a taxi service for players. The image in Figure 1 indicates the various FPs a player has unlocked on their world map as well as those that have yet to be discovered ( Activision Blizzard, 2019 ). The flight path is a handy tool because it connects the goal of completing quests as soon as possible to earn rewards with the knowledge that using flight paths greatly reduces travel time between quests. Greatly reducing travel time results in a more efficient way to complete many of the sub goals in the game, and as noted by Shute and Wang (2016) the use of tools and resources efficiently is an important part of problem solving during gameplay.

Player map listing flight path locations in World of Warcraft (2019)

Now, consider one of the questions being assessed on an external measure in the study, the PISA Problem Solving Test. Individuals are given a map that shows the roads between each city, a partially filled-in key that shows distances between cities in kilometers, and the overall layout of the area. The purpose of this question is to assess how individuals calculate the shortest distance from one city to another. To solve the problem, individuals are required to calculate the distance between the two cities of Nuben and Kado using the resources available. This is the same kind of problem that Warcraft players experience during gameplay when travelling between locations to complete quests. Both problem scenarios share the same overlapping components, the ability of the problem solver to use given tools and resources efficiently to find the most direct route that reduces travel time between two separate locations. Figure 2 illustrates this problem scenario on the PISA test ( OECD, 2003 ).

Problem scenario for planning the best route for a trip from PISA (2003)

The brain training game CogniFit claims to have developed a patented system that measures, trains, and monitors cognitive skills like rule application, attention, memory, and visual perception and their relation to neurological pathologies. According to the CogniFit (2019) website the company states there are transfer effects from their mini games to problem solving in the natural world. The brain training game is selected as an active control condition based on this claim as well as repeated practice of rule application embedded into the gameplay experience.

One example of rule application in the brain training game CogniFit occurs in the mini-game Gem Breaker 3D. This mini-game requires players to direct a paddle back and forth across the screen to bounce a ball off the paddle that breaks the gem blocks without letting the ball touch the bottom of the screen. The initial tutorial informs players that improvement of their hand-eye coordination and processing speed skills are emphasized through gameplay with over 100 levels available to master. Feedback is provided to players with a score for each level showing where they can improve. Once all gem blocks are broken the level is completed and a new level begins. However, each player only has access to 4 balls for each level, and if they lose, the game reverts to the beginning. The tutorial shows players how to use the mouse to control the paddle back and forth across the screen while the spacebar launches the ball. Once a gem is broken there is a chance for a power-up to be gained such as shooting multiple balls, explosives, missiles, side quests or power-ups. Figure 3 illustrates the rules of the mini-game in Gem Breaker 3D ( CogniFit, 2019 ).

Rules for the mini-game Gem Breaker 3D listed in the initial tutorial (2019)

Rule application occurs when playing the TOH and requires one to move an entire stack of disks (i.e., a number between 3 and 8) of varied sizes from one of three rods to another. While playing, players are constrained by the following rules: (1) only one disk can be moved at a time; (2) no disk can be placed on a smaller one; (3) only the uppermost disk can be moved on a stack. Rule application is demonstrated by the problem solver in the TOH by configuring the disks and the rods to reach a solution in the problem space. By configuring the disks onto the rods, each move of a disk indicates the problem solver attempting to creatively apply the rules, which is vital to problem solving ( Shute et al., 2019 ). Figure 4 illustrates the problem space in an online version of the TOH (2019) .

Problem space in an online version of the Tower of Hanoi puzzle with 5 disks (2019)

Both video games require players to apply rules to solve problems and rule application is a component of problem solving ( Van Eck et al., 2017 ). As an example, Warcraft players learn that they can only cast certain spells in combat while standing still or that eating and drinking food while sitting down hastens the regeneration of health. Similarly, when playing the mini-game Gem Breaker 3D in CogniFit players use a paddle and a ball to break bricks. One of the first rules players encounter in the game is that they can only move the paddle left or right across the screen or that bonus bricks have special effects like increasing ball speed. The rules are more explicit in CogniFit than Warcraft so brain-training gameplay may promote better performance on solving the TOH. Each move with the paddle and ball is an example of applying the rules, and this is frequently done during gameplay in CogniFit .

However, CogniFit mini-games lack some of the salient gameplay features in Warcraft such as roleplaying gameplay, meaningful interactions with other players, and richly designed problem spaces that GBL scholars suggest are important to the transfer of problem-solving skills from video gameplay to novel contexts measured on the PISA Problem Solving Test. Warcraft gameplay provides players with repeated practice to solve authentic ill-structured problems in rich detailed problem-solving scenarios that may be better suited for transfer to novel scenarios on the test.

Research Questions

After describing the video gameplay conditions of Warcraft and CogniFit as well as reviewing the literature on problem-solving skills, the authors seek to answer the following research questions:

• Is there a change, from pretest to posttest, on the rule-application component of problem solving, after 20 hours of video gameplay, on either a role playing or brain-training video game?
• Does an immersive, collaborative role-playing video game promote transfer of problem-solving skills to novel scenarios better than a brain-training video game for undergraduates after 20 hours of video gameplay?

Setting and Participants

For this study, 91 undergraduate student participants (M Age = 19.32; SD Age = 1.43) were recruited to participate in this study and completed the initial questionnaire for the study, assessing: age, gender, ethnicity, major, and video games played daily. Participants were not invited to participate if they were not students at the data-collecting institution, were not 18–23 years old, or if they reported playing 30 or more minutes of Warcraft or CogniFit . 56 participants were randomly assigned to either the experimental group Warcraft or the control group CogniFit , yet only 34 completed the study ( n = 17 per group). Participant attrition for both groups were attributed to lack of time to complete the study or being too busy with schoolwork. Given the nature of our research questions assessing change as a function of training, subsequently presented analyses only include data from the 34 participants (17 males and 17 females) who completed the study (M Age = 19.44; SD Age = 1.41).

The independent variable in this research study is the video game with two levels: a roleplaying video game ( Warcraft ) and a brain-training video game ( CogniFit ). The video games provide players with repeated problem-solving scenarios requiring players to engage in problem-solving processes. The dependent variable measured for this study is problem-solving skill. One measure assessed the component of rule application of problem solving to solve a puzzle which is the TOH. The second measure assessed problem-solving in novel scenarios which is the PISA Problem Solving Test. Both groups were assessed on the TOH and the PISA Problem Solving Test. The TOH was used to assess research question 1 and the PISA Problem Solving Test was used to assess research question 2.

The Tower of Hanoi

Recall, the TOH is a valid and reliable experimental paradigm that can be used to assess rule application, problem solving and transfer ( Huyck & Kreivenas, 2018 ; Schiff & Vakil, 2015 ). Rule application is demonstrated by the problem solver in the TOH by configuring the disks and the rods to reach a solution in the problem space. By configuring the disks on to the rods, each move of a disk indicates the problem solver attempting to creatively apply the rules. Participants played the TOH on a computer from a free website online. The test score (i.e., lower scores are better) for completing the TOH can range anywhere from 31 (which is the minimal number of moves to execute) until it is solved.

PISA Problem Solving Test

The second external problem-solving measure in this study is the (2003) version of the PISA Problem Solving Test. The PISA Problem Solving Test ( OECD, 2003 ) contains 10 novel problem-solving scenarios, and within each scenario there is a range of one to three different questions that must be solved. There are 19 total questions on the test across all scenarios that required students to solve problems. For this study, participants completed five novel problem-solving scenarios for the pretest and the remaining five novel problem-solving scenarios for the posttest. The levels of proficiency for each question are randomized across all problem-solving scenarios. Each problem-solving scenario is independent from one another and each of the 19 questions across all scenarios being assessed in this study are isomorphic from the questions that were implemented in 2003. The scoring for most questions was either correct or incorrect, with some questions allowing for partially correct answers. Participants that answered each question correctly were awarded one point, while partially correct answers awarded participants a half-point.

Participants for this study were recruited via flyers posted publicly on campus and dormitory bulletin boards. Over the course of eight weeks, participants engaged in 10 gameplay sessions that lasted two hours each. Participants had the opportunity to complete these 10 sessions in two-hour time-blocks that were made available Monday through Friday for eight consecutive weeks. Participants completed the experiment in a classroom lab on campus at the university. In this experiment, student participants were randomly assigned to play one of two video games.

Participants in the experimental condition played the popular roleplaying video game Warcraft that promotes learning new terminologies, mastering interrelated skills and abilities, applying rules to solve problems, goal setting, and reflecting on progress. In addition, participants in the active control condition played the brain-training video game CogniFit (2019) . The video game allows players to select various mini-games including Gem Breaker 3D that may enhance cognitive abilities including rule application, memory, and focus. Student participants in this study were guided by discovery learning and provided with in-game tutorials for each condition while learning to solve problems through active exploration, interacting with the game environment and self-direction ( Westera, 2019 ). At pre-test and post-test participants had 20 minutes to complete isomorphic versions of the TOH as many times as possible. All participants successfully completed the TOH once during the pretest and once during the posttest. At pre-test and post-test, participants also had 20 minutes to complete as many questions as possible on The PISA Problem Solving Test. The pretest required participants to answer nine questions and the posttest required participants to answer 10 questions from multiple problem-based scenarios. Each problem-based scenario was unique, and some examples included the following: (1) calculating the distance between two points given a map; (2) developing a decision tree diagram of a library loan system; and (3) calculating daily energy needs for an individual given a set menu.

Data Structure and Analyses

The full dataset used for all analyses to be presented, contained data from 34 participants. All participants attempted three parallel, computerized forms of the TOH at baseline and at the end of the intervention. Due to the nature of the task’s programming, if participants did not complete a TOH task, the total number of moves attempted was not output to the data file. This will be expanded upon in the results section by utilizing three analyses which included an independent t-test comparing the mean number of incomplete TOH games between the groups, an independent t-test comparing the mean gain score of TOH between the groups, and a multiple linear regression predicting max gain score of TOH by group, by gain score count, and by group, gain score count, and PISA gain. All analyses in sections below were completed in R, version 3.4.3. Packages used for data analysis include: dplyr , for data wrangling ( Wickham et al., 2019 ), and ggplot2 for visualizations ( Wickham, 2016 ), and MASS for stepwise regression analyses ( Venables & Ripley, 2002 ).

Assessing Group differences in Completion

Although groups differed on the overall number of incomplete TOH sessions at pre-testing (N COGNITIVE = 13; N GAMING = 8), an independent t-test of the average number of incomplete games by group, was not significant (p > .05). Furthermore, an independent t-test revealed no group differences for the overall number of incomplete TOH sessions at post-testing (N COGNITIVE = 3; N GAMING = 2; p > .05). A repeated-measures ANOVA revealed a significant time effect, F(1,32) = 13.386, p<.001. However, group, F(1,32) = 1.609, p=.214, nor group by time interaction were significant, F(1,32)=.837, p=.367. On average, participants completed an additional half TOH session (i.e., .47, SD = .53) after receiving either training package (M Pre = .62, SD = .70; M Post = .15, SD = .36). Table 3 shows the means and standard deviations for the pretest and posttest scores participants completed in the experimental ( Warcraft ) and control ( CogniFit ) groups. The mean scores in the table indicate how many moves on average each participant could successfully solve the puzzle per group. For this study, participants had 20 minutes to complete as many questions as possible for the pretest and 20 minutes to do the same for an isomorphic version of the posttest. Table 4 shows the means and standard deviations for the PISA pretest and posttest scores of participants in the experimental ( Warcraft ) and control ( CogniFit ) groups.

Pretest and posttest scores by group on the Tower of Hanoi

Pretest and posttest scores by group on the PISA Problem Solving Test

Quantifying Improvement in Performance

In order to quantify improvement after the intervention, gain scores were calculated by the following formula, for each instance of the TOH task encountered (i.e. three sessions):

Gain scores produced from this calculation can be interpreted as follows: negative gain scores indicating improvement (fewer total moves at post-testing), and positive gain scores indicating a decrement in performance (more total moves at post-testing). As a result of incomplete games not producing the number of moves, for some participants, no gain score calculation was possible. At pretesting, the cognitive training group had three missing gain scores for the second TOH and 10 for the third TOH whereas the game training group had one missing gain score for the second TOH and seven for the third TOH. To account for this, when calculating average gain scores for each participant, averages were weighted by the number of completed games (i.e. averaging by the number of incomplete sessions would result in an undefined calculation, as some participants completed all sessions). Table 5 shows the results of an unpaired t-test on the average weighted gain scores found no group differences in TOH gain scores ( p > .05). Additionally, an unpaired t-test on the average PISA gain scores found no group differences gain scores ( p > .05).

Problem solving performance compared across training groups

Sensitivity Analysis

Due to missing data issues discussed above, the final analysis involves a stepwise multiple linear regression (forward and backward; AIC used for final model variable selection conducted using R package MASS, function stepAIC; Venables & Ripley, 2002 ), predicting max gain score (max of all three potential gain scores) by group membership (WoW or Cognitive Training), total gain score count, and a gain score derived from pre and post measurements on the PISA task (2003). Based on the stepwise regression procedure analysis results in Table 6 , the best fitting, significant, multiple regression model was found to be a model predicting max gain score from gain score count (no predictor for group membership or PISA gain score; F(1,32) = 14.41; p < .001; R 2 = .3104; adjusted R 2 = 0.2889). Participants predicted max gain score is equal to −111.70 + 48.87 (Gain Count), where gain score is in the unit of number of moves. Max gain score increased by 48.87 for every one unit increase in gain score count (more gain scores, closer to 0; less improvement after the intervention). Gain score count was a significant predictor of max gain score (t=3.796; p < 0.001), indicating potential practice effects from repeated exposure to the task. Practice effects will be discussed in subsequent sections.

Stepwise regression model path, analysis of deviance table and the row with the best fitting model, using AIC as criterion, is highlighted in gray

Evidence for Research Question 1

The initial hypothesis regarding the first question was that a brain-training game would help participants improve their rule application component of problem-solving skill better than a roleplaying game after 20 hours of gameplay for several reasons. One reason is that the rules are more explicit during brain-training gameplay and because of claims made by CogniFit that brain-training gameplay will improve its users’ brain fitness or ability to rely on more than one problem-solving strategy. While both games require players to apply rules to solve problems, only CogniFit markets its product as a tool that can help users to solve problems in their daily lives ( CogniFit, 2019 ). This claim also suggests that brain-training gameplay can help users transfer skills learned in-game to novel problem-solving scenarios in the natural world. However, the results indicated that there was no significant difference in gain scores (i.e., in Post - Pre Gain scores) in terms of TOH performance (t-test comparing gain scores: p = .746) between the two gaming conditions (i.e., Warcraft and CogniFit ), though both groups improved from baseline to post-testing assessment, likely attributable to practice effects (see Figure 5 ). Overall, the results contradicted our initial hypothesis for Research Question 1; implications are discussed next.

Average number of moves in the Tower of Hanoi task across (up to 3) sessions per person, per timepoint. The left panel represents scores for the CogniFit (COG) group, and the right panel represents scores for the Warcraft (WOW) group.

Implications of Results for Research Question 1

Solving problems in an immersive game like Warcraft provided players with repeated practice of applying rules and using tools to find creative solutions to similar but varied problems. As players reflected on their choices, they learned how to use the tools by analyzing givens and constraints in unison to achieve maximum character performance and develop optimal solutions to general problems. CogniFit players did not experience immersive gameplay, but instead repeated problem-solving scenarios that were varied but required fewer tools and resources to be solved. Once CogniFit players knew how to use the paddle and the ball in unison, the only additional resources to use during gameplay were power-ups, bonus bricks, and traps. Roleplaying gameplay required players to solve problems using additional tools and resources efficiently which was a more complex task than using the ball and paddle during brain-training gameplay. Strategizing when and how to apply rules through varied but different problem scenarios with multiple tools and resources through immersive gameplay was beneficial for Warcraft participants. Moreover, players in Warcraft could receive feedback with help from other players learning when and how to apply tools and resources to solve problems. CogniFit players received feedback at the end of each level with an overall score and corrected mistakes through trial and error without additional support.

evidence for Research Question 2

The initial hypothesis regarding the second question was that training on an immersive, collaborative roleplaying video game for 20 hours would engender transfer of problem-solving skills to novel problem-solving scenarios on the PISA Problem Solving Test better than a brain-training video game. One reason is that research on MMORPGs including Warcraft indicates that players co-constructed knowledge by challenging and supporting novel ideas to in-game problem-solving scenarios through online discussion forums as well as discovering optimal solutions to in-game problems by combining multiple abilities and resources available to players ( Chinn & Malhotra, 2002 ; Steinkuehler & Chmiel, 2006 ). Efficiently using tools and resources is a component of problem solving and is central to the roleplaying gameplay experience ( Shute & Wang, 2016 ).

However, the results indicated that after 20 hours of gameplay of Warcraft or CogniFit there was no improved performance on the PISA (i.e., comparing PISA Gain Scores; p = .748). Overall, the mean scores for Warcraft participants were slightly better than CogniFit participants on the isomorphic versions of the PISA Problem Solving pretest and posttest - indicating baseline differences between the two groups in terms of performance. Overall, there were no significant differences found between roleplaying and brain-training gameplay on transfer of problem-solving skills (see Figure 6 ). The implications for the results from research question 2 are discussed next.

PISA Scores before and after the intervention. The left panel represents scores for the COG group, and the right panel represents scores for the WOW group.

Implications of Results for Research Question 2

Given that both video game training and “brain-training” did not significantly improve problem-solving skills has several implications. The gameplay behaviors exhibited by players in each condition were aligned with the problem-solving processes on the PISA Problem Solving Test. However, possible reasons for lack of transfer in this study in addition to small sample size include (a) collaborative, immersive roleplaying gameplay may help promote problem-solving skills related to in-game problem solving scenarios but not necessarily to improved performance on external problem-solving assessments, and (b) problem-solving during Warcraft gameplay may be too domain specific to transfer to novel problem-solving scenarios on the PISA Problem Solving Test.

The misalignment between the problem-solving domains of Warcraft and the PISA Problem Solving Test could have hindered the possibility of finding a transfer effect. As an example, Warcraft players must learn how to navigate an immersive environment, use complex tools efficiently and effectively to solve problems during gameplay and interact with both the environment and other characters to solve problems. However, solving problems on the PISA Problem Solving Test is not an immersive experience. It was also a solitary activity; participants did not collaborate or interact with each other while taking the test. The OECD designed the PISA Problem Solving Test to cover more general problem-solving skills to complement domain-specific skills ( Greiff et al., 2014 ). Selecting a problem-solving assessment which is embedded within an immersive environment that requires players to engage in collaborative problem-solving processes (i.e. experienced in video gameplay) using tools and resources efficiently could have been a more viable assessment to measure transfer of problem-solving skills in this study. Further research is still warranted to determine if video gameplay can promote transfer of problem-solving skills to novel scenarios. The limitations of this research study are addressed in the next section.

Limitations

Given time and resource constraints, the sample size of this study is small and lacks statistical significance to make claims regarding the general population. With more available resources, recruitment would have likely continued for an additional semester to raise the sample size for the study. Students that did not complete the study cited time constraints as the main reason they were unable to fulfill the 20 hours of video gameplay requirement. The optimal time to run the study would have been during Fall and Spring semesters instead of Spring and Summer. In Fall and Spring, more students would have been available for recruitment as well as increased scheduling flexibility and time to complete the intervention during the academic year for the participants. Given that the authors monitored participants during video gameplay in case any problems arose, there may have been expectancy effects that impacted participants. For example, participants’ gameplay experiences may have been negatively or positively affected when being monitored. The potential for participants to alter their behavior simply because they are being studied is known as the Hawthorne Effect ( Benedetti, Carlino & Piedimonte, 2016 ). In addition, the inclusion of a more immersive assessment that measures problem-solving skill transfer could have led to improved outcomes when compared to a more traditional assessment like the PISA Problem-Solving Test (2003).

Future Implications

The main goal of this study was to examine the impact of two distinct types of video gameplay; role playing ( Warcraft ) and brain-training ( CogniFit ) on problem-solving skills for undergraduates. Specifically, if video gameplay can improve the rule application component of problem solving and whether problem solving during gameplay transferred to novel problem-solving scenarios. This study addressed some of the methodological shortcomings found in previous video game training and transfer studies that failed to report recruitment methods, define study variables, and provide an active control group in which participants could expect receive equal improvement from competencies ( Baniqued et al., 2013 ; Boot et al., 2013 ). As a result, possible placebo effects are likely mitigated in this experiment improving upon methodological pitfalls affecting other video game training studies ( Anderson et al., 2010 ; Ferguson & Kilburn, 2009 ).

The results from this study suggest that neither a commercially available video game ( Warcraft ) or a commercially available “brain-training” package ( CogniFit ) resulted in improvements in the rule-based component of problem solving (as assessed by the TOH puzzle). Moreover, aside from a lack of improvement in the rule-based component, 20-hours of training did not promote transfer of problem-solving skills to novel scenarios (as assessed by the PISA Problem Solving Task), which is consistent with similar research findings on cognitive training and transfer ( Souders et al., 2017 ). Sensitivity analyses conducted found evidence for practice effects in gain scores, illustrating that rather than improvement due to the training packages, improvement seems related to multiple, closely spaced assessments. Future research can complement this study by increasing the sample size and testing similar immersive well-designed video games on participant knowledge, skills, and abilities, in addition to directly cuing participants to be aware of the strategies (i.e., perceptual and cognitive strategies) they might carry with them from the digital world to the real-world.

Acknowledgment

Nelson Roque was supported by National Institute on Aging Grant T32 AG049676 to The Pennsylvania State University.

Benjamin Emihovich is an Assistant Professor of Educational Technology in the Education Department at the University of Michigan-Flint and is the program faculty coordinator for the online Educational Technology (M.A.) program. He currently teaches undergraduate and graduate students in the areas of Instructional Design and Technology as well as curriculum and instruction. His research area focuses on the following; game-based learning, assessments for learning in immersive environments, and emerging learning technologies.

Nelson A. Roque is a NIA T32 Postdoctoral Fellow, at Penn State’s Center for Healthy Aging. Nelson earned his Ph.D. in Cognitive Psychology from Florida State University in 2018. Nelson has a strong background in visual attention, focusing on how to reliably measure it, how it relates to individual difference factors (e.g., age, sleep) and translating insights from theoretical work in visual attention to applied contexts (e.g. medication errors).

Justin Mason is a Postdoctoral Associate in Rehabilitation Science at the University of Florida. His research interests include interventions suitable for mitigating age-related cognitive and physical decline in older adults. Additionally, he’s interested in factors that influence older adults’ adoption and acceptance of emerging technologies.

Contributor Information

Benjamin Emihovich, University of Michigan - Flint, Flint, USA.

Nelson Roque, Pennsylvania State University, State College, USA.

Justin Mason, University of Florida, Gainesville, USA.

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14 Video Games That Will Improve Your Problem-Solving and Strategy Skills

Table of Contents Show

Planet coaster, red alert remastered, call of duty series, forza horizon 4, mass effect, final fantasy, starcraft series, grand theft auto v, civilization series, titanfall 2 series, bejeweled 3.

Video games train your problem-solving skills by getting you to find solutions to complicated problems. They allow players to try out different things to figure out which one works best. Keeping this in mind, here are a variety of our favorite video games that will improve your problem-solving skills.

Running your own themepark isn’t that straight forward. You will be presented with numerous problems from which you’ll need to solve. From unhappy guests to budget problems, your moves will result in you winning or losing the various scenarios on offer. This great game will also allow you to explore your creative palate as you design the themepark of you dreams.

If you’ve never played the Red Alert series from EA (originally Westwood), then you’re in for a treat. It’s a fine series that truly marked the RTS genre. However, the remaster brings fresh attention to the series and it will also enable you to master your problem solving and strategy making skills. You’ll need to bankroll your army by collecting ore, purchase units and buildings, and then decide if and when to attack your opponent(s). Exciting? Absolutely. You’ll be smarter too from playing this game.

Feeling as though you’d love to delve into real-estate? Perhaps you could test-out your skills with the old-school board game, Monopoly. This game is all about decisions and, well, luck. There are numerous editions of this video game, launched on various platforms. Interestingly, this game first appeared as a video game back in 1985.

Another board-game that can be best played on a tablet. Chess is a game of problem solving and strategy. You’ll need to make the right moves, learning the power of each piece. With the Queen the most important and powerful unit, you’ll want to protect and utilize

How does a first-person-shooter make this list? Well, unless you decide to aimlessly run around firing, it’s your strategy that will make the difference, and that, of course, involves problem solving, too. Call of Duty is an FPS video game franchise developed by Infinity Ward and published by Activision. The game originally focused on games set in the Second World War. Over time, the developers have set the games in this series in futuristic worlds, the Cold War, and outer space. As part of a trained squad, you will play through the chaos of war. In addition to authentic squad tactics and movements, each soldier’s unique personality and training will come out on the battlefield. Call of Duty helps players to improve their spatial intelligence and visual attention skills.

Set in an open-world based in a fictionalized Kingdom of Great Britain, this racing video game was developed by Playground Games. The publisher of Forza Horizon 4 is Microsoft Studios, and it features a route creator that allows you to create races using customized routes. The game also features a dynamic weather system depicting the change of seasons. In the game, the environment changes depending on the season; for instance, Derwentwater freezes in winter, allowing the player to drive on the ice and reach areas that are inaccessible during other seasons. This fast-paced video game can improve your ability to make correct decisions when you are under pressure.

Set in the year 2183 within the Milky Way galaxy, Mass Effect is an ARPG (action role-playing game) that was developed by BioWare and published by Electronic Arts. It’s the first installment in the Mass Effect game series. In the game, a highly advanced machine race called Reapers has threatened the existence of civilization. The player takes on the role of Commander Shepard and you have to stop a rogue agent who’s planning to carry out the Reapers’ galactic invasion. You need to complete multiple quests that involve squad and vehicular combat, space exploration, and interaction with NPCs (non-player characters). This game can help you learn how to evaluate your options quickly and correctly.

Final Fantasy, an anthology science fantasy media franchise, was created by a Japanese video game company called Hironobu Sakaguchi. It was developed and published by a Japanese video game holding company called Square Enix. The franchise centers on fantasy and science RPG games. Each game has different plots, settings, and characters. Character names are often derived from pop culture, languages, history, and mythologies of cultures from different parts of the world. Fantasy role-playing games can help to train players how to evaluate their options faster and accurately.

Set in a science-fiction universe, this military science fiction RTG requires strategic thinking. It tests and refines the player’s information-gathering skills. You’ll assume the role of three characters throughout the game. The game story is presented in several ways, including an instruction manual, conversations within the missions themselves, and briefings to each mission. StarCraft can improve your ability to solve real-life and imaginary problems.

Grand Theft Auto V was developed by a New York City-based company known as Rockstar North and published by Rockstar Games. It’s the fifth game in the Grand Theft Auto series. The game offers you the option to explore Los Santos and Blaine County world in 4K resolution and beyond. You’ll also get the chance of experiencing the game running at 60 FPS (frames per second). Because players assume the role of a criminal, this may help to train them how to quickly process and keep track of information in high-stress situations.

Civilization, a turn-based strategy 4X game, was developed and published by an American company known as MicroProse. Players are tasked with leading the human civilization throughout several millennia. They can do this by controlling different areas, including military, research, trade, government, urban development, and exploration. The player can also control individual units in the game and advance the conquest, exploration, and settlement of the world. The game teaches you how to work as a team to solve problems and become productive at work.

Titanfall 2 is a multiplayer first-person shooter game that was developed by Respawn Entertainment. The publisher of Titanfall 2 is an American video game company called Electronic Arts. The player controls mecha-style exoskeletons, their pilots, and Titans. The game is set in science-fiction war-torn outer space colonies and features fast-paced future warfare. Players have the tactical ability to regenerate speed boosts, invisibility cloaking, and x-ray vision. The game can help you learn how to formulate and execute strategic plans to solve problems.

This hack-and-slash ARPG was developed by Blizzard Entertainment. It’s the third installment in the Diablo series. The gameplay revolves around the player defeating increasingly difficult enemies to obtain stronger equipment. You’ll fight enemies using various character class skills that you can customize by talent trees and equipment. Enemies are divided into monster families defined by their location, combat style, and theme. Diablo IV can improve your cognitive abilities and allow you to find solutions to problems faster when you are in a difficult situation.

This tile-matching puzzle game was published and developed by PopCap Games. It’s the fifth installment in the Bejeweled series. In the game, the player has to swap one of the on-screen gems with an adjacent one and form chains of at least three gems of the same color. This game can teach you how to relax and reduce stress, which is important when you want to solve a problem.

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Neag School of Education

Well-designed video games can enhance problem-solving skills and make learning more effective.

• May 29, 2013
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The tragic December deaths of 20 first-graders and six school staff members in Sandy Hook, Connecticut, along with the Boston Marathon tragedy and other recent attacks, have brought the decades-old debate over the behavioral effects of video games back onto legislative floors throughout the nation. Citing the fact that gunman Adam Lanza, 20, played violent video games, members of the U.S. Congressional Gun Violence Prevention Task Force detailed their plans to address “our culture’s glorification of violence” through media, and commentary stemming from reports like Katie Couric’s May 2013 video game violence exposé has highlighted the need for greater clarification of how we should read and interpret video game research.

Clearly, it’s a complex and emotional issue further complicated by discussions that focus almost exclusively on the negative effects of gaming. The reality, however, is that there’s little research outlining whether or not violent video games beget actual violence: many existing studies, like one described in a recent edition of the UConn Today , focus on aggression without explicitly acknowledging the complex relationship between cognition, transfer, and real world behavior. This has led to two major problems, the combination of which throws a wrench in the socially and politically-charged rhetoric surrounding violence: 1) the dismissal of other, more influential factors common to violent criminals—biological predisposition to mental health issues, instability at home and/or work, lack of positive role models, having no one to confide in, access to weapons, and in-the-moment opportunity versus need; and 2) neglect for how learning in all types of games—violent or not—actually happens.

While the first problem may better fit sociologists and psychologists who have direct experience with individuals who commit violent crimes, the second is something that we as teachers, administrators, and researchers can tackle head on. There’s general consensus in the educational psychology community that the nature of environment-learner-content interactions is vital to our understanding of how people perceive and act. As a result, we can’t make broad assumptions about games as a vehicle for violent behavior without attending to how environment-learner-content interactions influence transfer—the way learning and action in one context affects learning and action in a related context.

It might help to think of transfer in terms of what we hope students will do with the information they learn in our classes. For example, you might teach geometric principles in your math class thinking that those techniques will help your students craft a birdhouse in shop. However, one of the most well-cited studies of the subject (Gick & Holyoak, 1980) showed that only one-fifth of college students were able to apply a particular problem solving strategy—using ‘divide-and-conquer’ to capture a castle—in another, almost identical context less than 24 hours after exposure to the first. Even with explicit direct instruction explaining how the same strategy could be used to solve both problems, fewer than 50% of students were able to make the connection. Though links between situations might seem self-evident to us as teachers, they usually aren’t as obvious to our students as we think they should be.

This gives us reason to believe that, regardless of subject, students—or in the case of video games, players—are rarely able to take something they’ve used in one context and independently apply it in a totally different one. Put another way, even if violent gaming raises general aggression, increased aggression doesn’t automatically translate to real world violent behavior . Gamers might use more curse words while playing Call of Duty , but they won’t learn to steal a car solely by playing Grand Theft Auto —there needs to be a mediating instructor who can provide well-guided bridging between the game and reality, especially for in-game activities that aren’t isomorphic with real world action (i.e., firing a gun).

This relationship between environment-learner-content interaction and transfer puts teachers in the unique position to capitalize on game engagement to promote reflection that positively shapes how students tackle real-world challenges. To some, this may seem like a shocking concept, but it’s definitely not a new one—roleplay as instruction, for example, was very popular among the ancient Greeks and, in many ways, served as the backbone for Plato’s renowned Allegory of the Cave . The same is true of Shakespeare’s works, 18th and 19th century opera, and many of the novels, movies, and other media that define our culture. More recently, NASA has applied game-like simulations to teach astronauts how to maneuver through space, medical schools have used them to teach robotic surgery, and the Federal Aviation Administration has employed them to test pilots.

To be clear, this is not a call for K12 educators to drop everything and immediately incorporate violent games like Doom or Mortal Kombat into their classrooms. Instead, it’s a call to consider how we can take advantage of game affordances (including those of violent games) to extend beyond predictable multiple-choice materials that leave students wishing they could pull out their smartphones. It’s a call for legislators to give greater consideration to the role of transfer before passing sweeping bans on violent video game play. It’s a call for all of us to use games as a vehicle to talk about racial, social, gender, and other inequities that are very much a part of the world we live in.

It’s a bold idea that can feel scary, but the potential benefits are beyond exciting. Research generated by people like Kurt Squire, Sasha Barab, and James Paul Gee suggests that interactive games can be used to teach children about history, increase vocabulary, challenge them to set and achieve goals, and enhance their ability to work in teams. They expose students to culturally diverse casts of characters in addition to providing instant feedback about goal-oriented progress. Most importantly, perhaps, they can be powerfully engaging, giving students a reason to pursue learning beyond the classroom.

To maintain a positive trajectory, teachers looking to make the most of the instructional affordances of video games should keep an eye out for games they feel comfortable playing alongside and discussing with their students, take advantage of opportunities to participate in university game-based learning research studies, and remain open to modifying their instructional approaches. Parents should connect with teachers for up-to-date research coming from organizations like Games+Learning+Society and have their children reflect on material they’ve been exposed to during play—for example, social and cultural stereotypes, gender roles, and ways of thinking presented in each game. Legislators should consult university researchers in both communications and educational psychology to get a wider perspective on how play and learning merge to generate behavior in the real world.

Our collective understanding of game-based learning is evolving at lightning speed, and we need to dispel false information that ignores how games actually affect player thinking and action. More work, involving teachers, administrators, researchers, designers, parents, and politicians, is needed. The next step is to enhance our collaboration by working to create multi-disciplinary games that incorporate not just academic content but educational practices that lead to broader critical thinking and problem solving. Though far from complete, our combined effort has the potential to move beyond the swamp of video game violence and excite kids about school before they say “game over.”

Stephen Slota is doctoral candidate in educational psychology at the University of Connecticut’s Neag School of Education as well as an unashamed gamer. An educational technology specialist and  former urban high school teacher, he has a bachelor’s in molecular and cellular biology and Master’s in curriculum and instruction. His research interests include the situated cognition underlying play, the effects of gaming on student achievement, and prosocial learning through massively multiplayer online role-playing games ( MMORPGs).

The Council for the Accreditation of Educator Preparation (CAEP) accredits the Neag School of Education at the University of Connecticut. Read more about CAEP Accreditation, including the programs covered and the accountability measures .

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Can Video Gameplay Improve Undergraduates' Problem-Solving Skills?

Introduction.

Video games are played by more than half of the U.S population and the video game industry generated $36 billion in 2018 (ESA, 2018). Given the popularity and success of the video game industry, game-based scholars are exploring how well-designed video games can be used to improve a wide range of knowledge, skills, and abilities referred to as game-based learning (GBL). Proponents of GBL argue that well-designed video games are grounded by active participation and interaction as the focal point of the learner experience and can lead to changes in behavior and cognition (Ifenthaler, Eseryel, & Ge, 2012; Shute et al., 2019). Moreover, well-designed video games immerse players in environments that can provide a framework for learning experiences by promoting engagement and transfer from simulated worlds to the natural world (Dede, 2009).

Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century (Shute & Wang, 2016). American students trail their international counterparts in problem-solving skills on the Program for International Student Assessment (PISA) Problem Solving Test. Furthermore, American business leaders complain about recent college graduates’ lack of problem-solving skills. Two surveys conducted by the Association of American Colleges and Universities of business leaders and students indicated that problem-solving skills are increasingly desirable for American employers, but only 38% of employers reported that recently hired American college graduates could analyze and solve complex problems while working (Hart Associates, 2018).

Researchers of video game studies find that gameplay can be positively associated with the improvement of problem-solving skills (Shute, Ventura, & Ke, 2015; Spires et al., 2011). However, current discourse in the field of gameplay and problem-solving skills centers primarily on descriptive research (Eseryel et al., 2014) which can be summarized based on the following premise: video games require players to solve problems, and over time, playing video games will lead to improved problem-solving skills (Hung & Van Eck, 2010). Descriptive research is important to argue that video games support problem-solving skills, but further empirical research is needed to demonstrate whether problem-solving skills are acquired through video gameplay. This research study addressed whether two distinct types of video gameplay empirically affects undergraduates’ problem-solving skills.

Video Games and Problem-Solving Skills

According to Mayer and Wittrock’s (2006) definition, problem solving includes four central characteristics: (1) occurs internally to the problem solver’s cognitive system; (2) is a process that involves conceptualizing and manipulating knowledge; (3) is goal directed; and (4) is dependent on the knowledge and skills of the problem solver to establish the difficulty in which obstacles must be overcome to reach a solution. Unlike the well-structured problems that students face in formal learning settings, well-designed games provide students with challenging scenarios that promote problem-solving skills by requiring players to generate new knowledge from challenging scenarios within interactive environments, while also providing immersive gameplay that includes ongoing feedback for the players to hone their problem-solving skills over time (Van Eck, Shute, & Rieber, 2017). Rules govern video gameplay mechanics and one component of problem solving is the ability to apply existing rules in the problem space known as rule application (Shute et al., 2015). One example of a rule application is found in the well-researched problem-solving puzzle the Tower of Hanoi (Huyck & Kreivenas, 2018; Schiff & Vakil, 2015; TOH, 2019). The rule application component of problem-solving skill is one of the dependent variables in this study. Rule application refers to the problem-solver’s representation of the problem space through direct action, which is critical to problem solving (Van Eck et al., 2017).

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Can video gameplay improve undergraduates’ problem-solving skills?

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Research output : Contribution to journal › Article › peer-review

In this study, the authors investigated if two distinct types of video gameplay improved undergraduates’ problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.

All Science Journal Classification (ASJC) codes

• Developmental and Educational Psychology

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• 10.4018/IJGBL.2020040102

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T1 - Can video gameplay improve undergraduates’ problem-solving skills?

AU - Emihovich, Benjamin

AU - Roque, Nelson

AU - Mason, Justin

N1 - Publisher Copyright: Copyright © 2020, IGI Global.

PY - 2020/4/1

Y1 - 2020/4/1

N2 - In this study, the authors investigated if two distinct types of video gameplay improved undergraduates’ problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.

AB - In this study, the authors investigated if two distinct types of video gameplay improved undergraduates’ problem-solving skills. Two groups of student participants were recruited to play either a roleplaying video game (World of Warcraft; experimental group) or a brain-training video game (CogniFit; control group). Participants were measured on their problem-solving skills before and after 20 hours of video gameplay. Two measures were used to assess problem-solving skills for this study, the Tower of Hanoi and The PISA Problem Solving Test. The Tower of Hanoi measured the rule application component of problem-solving skills and the PISA Problem Solving test measured transfer of problem-solving skills from video gameplay to novel scenarios on the test. No significant differences were found between the two groups on either problem-solving measure. Implications for future studies on game-based learning are discussed.

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JO - International Journal of Game-Based Learning

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If you keep experiencing video playback problems on Windows 10 or 11, there might be some issues with the video player. On the other hand, a faulty driver or glitchy system could be causing these problems.

Regardless of the problem, having this issue is more than frustrating. Fortunately, you can fix common video problems on Windows 10/11 in many ways. This article will introduce different video problems and explain why you might encounter them.

It will also present multiple solutions to help you resolve the most prevalent video problems and enjoy a pleasurable video experience.

In this article

Problem 1: video lags, problem 2: skipping videos, problem 3: freezing videos, problem 4: black screen, problem 5: missing audio/video, problem 6: glitches and stuttering, problem 7: error messages, problem 8: stuck screen, reason 1: network problems, reason 2: compatibility issues, reason 3: virus/malware, reason 4: corrupted video files, reason 5: outdated drivers, issue 1: crashes, issue 2: videos don’t start right away, issue 3: black/white screen, issue 4: distortion, issue 5: error messages, fix 1: repair video files with wondershare repairit, fix 2: turn off hardware acceleration, fix 3: reinstall the adapter, fix 4: update video drivers, fix 5: update windows, fix 6: run the video playback troubleshooter, fix 7: update or reinstall the video player, how to ensure your videos run properly, different types of video problems on windows 10/11.

Understanding video problems on Windows 10/11 is the best way to resolve them. Let’s delve deeper into common video problems to help you get familiar with them and find the best ways to fix them.

Video lags occur when your PC or Mac isn’t loading a video at the right speed. They can also happen when you suddenly pause or halt a video and then play it again.

Skipping, jerky, choppy, or blurry videos are common video problems in Windows 10/11. Whether you’re trying to play a recorded or downloaded video file, you might experience this problem or see the ”video not playing smoothly” error message.

If your video keeps freezing (pausing) in the middle of the streaming, your video player or video file might be corrupted.

The black or white screen problem can occur due to an outdated driver, read/write errors, missing code, format changes, malware intrusion, etc. You can play the same video file using a different video player.

Your system might need a long-overdue update if you can’t see the picture or hear the audio. However, before you check for pending updates, check your player to see if you haven’t accidentally muted the audio or video.

Video glitches and stuttering issues happen when you upgrade your OS to Windows 11 due to outdated video drivers and players, including incompatible system configuration and video settings.

Windows users frequently receive error prompts, such as 0xc00d3e8c and 0xc1010090, when trying to play video files. These error messages appear when your media player can’t read video encoding or is missing codec packs.

No matter how many times you replay the same video file, it gets stuck at the same spot. Even if you try a different video player, the same thing happens. A stuck screen during playback is a typical video problem in Windows 10/11.

Reasons You Might Have Video Issues on Windows 10/11

Here’s a short list of common reasons you might experience video problems on Windows 10/11.

If you’re experiencing video glitches and lags while watching videos online, you should check your network and browser to see if there are any problems. A network-related issue could cause an array of video problems mentioned above.

You can fix most network-related video streaming problems by resetting your router, adjusting the video quality, and clearing your browser data like temp files, cookies, and cache.

Some video files or media players may be incompatible with your Windows 10 or 11 PC. Compatibility issues can cause many video problems, such as video freezing, distorted images, black or white screens, etc.

Virus infections and malware attacks can do much more than just cause video problems; they can wreak havoc on your Windows 10/11. A virus or malware infection can cause system crashes, hard disk malfunctions, data loss, etc. Such an infection could cause video playback and system performance issues.

Corrupted video files and outdated codecs are the most common causes of video problems in Windows 10/11. If you try to play a corrupted video file, you may experience video playback issues like a stuck screen, video freezing, error messages, etc.

Graphics and video drivers are vital for an enjoyable video playback experience. If you play a video file using a media player with outdated drivers, you’ll probably experience a few video problems, such as black screens, stuttering, freezing, etc. Keep your graphics card drivers up-to-date and always check for updates for your media players to avoid video issues.

How to Recognize Video Issues on Windows 10/11

Windows 10/11 video issues aren’t limited to just one cause or symptom. Many factors impact various scenarios that may lead to experiencing video problems. Thankfully, you can easily recognize and resolve these problems before they escalate. Here are several methods to help identify video issues in Windows 10/11.

Application or system crashes are frequent problems that may cause video playback issues, among many other troubles. If your video player or system keeps crashing while playing videos, something more severe than a simple video problem might be at play.

In most situations, your video player might crash during playback due to poor Windows video compression. Either your system doesn’t have proper video compression settings, or there have been problems during installation.

If you play videos from your hard disk, but your player takes a long time to start playing, you’re either dealing with a corrupted hard disk, video corruption, or a faulty video player.

Move your video files to another storage device and use a different media player to see if the problem persists. Also, check your system and video player for updates, which might help resolve the issue.

If you keep seeing a black, blank, or white screen when playing any video file, two types of errors might be causing it. Either you’re using a corrupted video player, or there’s an underlying system problem.

On the other hand, you might be dealing with any of the following situations:

• Your video files are corrupted;
• You’re playing a video from a corrupted memory card or defective storage device;
• Malware or virus has corrupted your files;
• A shady video player has rendered your files unreadable;
• Your Windows 10/11 OS might be glitchy;
• You’re experiencing hardware-related issues;
• You don’t have enough RAM to play videos.

These factors could cause multiple video problems on Windows 10 or 11.

Video distortion includes many problems, such as freezing, broken pixels, picture stretch, etc. If you experience this problem in the background while playing video clips in Windows 10/11, it could indicate hardware malfunction, CPU failure, software glitch, system issue, etc.

Error messages can appear during video playback due to outdated device drivers, absence of compatible codecs, video corruption, or insufficient system configuration.

Your video player may not support the file type, or your application may crash during a video download or transfer. In such situations, you may receive error prompts like “error 0xc00d36c4,” “video error code 0xc00d5212,” or “Windows cannot play the file.”

Top 8 Fixes You Can Try to Prevent Video Problems on Windows 10/11

Here are the top eight ways to resolve video problems on Windows 10/11 and ensure you have a top-class watching experience.

Corrupted video files are the most common cause of video problems in Windows 10 and 11. Thankfully, an AI-powered video repair tool like Wondershare Repairit can help you fix corrupted video files, including emails, audio clips, and photos.

It’s an AI-enhanced data repair solution for Windows and Mac computers. It uses AI technology to seamlessly repair and restore video, audio, and image files online and offline. It fixes all types of video files and formats, regardless of the corruption level.

If you’re dealing with corrupted video files, here’s how to use Wondershare Repairit to fix them:

Step 1: Download and install Wondershare Repairit on your computer.

Step 2: Launch the program and navigate to Video Repair .

Step 3: Import corrupted video files by clicking Add (or drag and drop them to start repairing).

Step 4: The software will list file names, paths, sizes, video-watching times, resolution, etc.

Step 5: Click Repair to start the video repair process.

Step 6: Preview the repaired files and click OK to save them in a secure location.

Step 7: Select Advanced Repair if the quality of repaired files isn’t up to your expectations. The tool will notify you if your files are available for this option.

Step 8: Click Repair , allow the software to finish, and click Save .

Wondershare Repairit’s patented data repair technology will make returning your videos to their former glory a breeze.

Wrong hardware acceleration settings can cause video problems on Windows 10/11. Turning them off might resolve the issues.

Here’s how:

Step 1: Start your default video player and navigate to Settings > Preferences .

Step 2: Find Accelerated graphics or Hardware acceleration .

Step 3: Turn off the option and click OK .

Restart your media player and play the video to see if everything is in order.

Though your Windows OS requires regular updates to fix hidden system problems and enhance user experience, these updates can sometimes cause video problems. If you receive a “Windows videos not playing” error after an OS update, uninstall and reinstall the display adapter to fix the issue.

Follow these steps:

Step 1: Type Device Manager in the Windows Taskbar’s search bar.

Step 2: Select Display adapters .

Step 3: Right-click your display adapter and select Uninstall (uncheck the Remove driver package box).

Step 4: Navigate to the Action tab and select Scan for hardware changes to reinstall the driver automatically.

Step 5: Restart your PC.

Once your PC turns back on, play your video to see if you’ve fixed the problem.

Outdated or corrupted video drivers could cause video problems. Updating them might solve the issues.

Follow the steps below:

Step 1: Go to Device Manager via the search bar and double-click Display adapters .

Step 2: Right-click your video driver and select Update Driver or Update Driver Software .

Step 3: Allow your computer to search for the latest software automatically.

If this fix doesn’t work, try the method below.

If your Windows 10/11 isn’t up-to-date, you may experience video problems. Check for pending Windows updates to resolve video issues. Windows updates can also solve system issues, upgrade security, and enhance the performance of your PC.

Follow these steps to check for Windows updates:

Step 1: Type Settings in the search bar.

Step 2: Select Update & Security .

Step 3: Navigate to Windows Update > Check for updates .

Step 4: Install pending updates and restart your computer.

Play the video to see if everything is in order.

Windows enables you to solve most computer issues using a specialized troubleshooter. If you can’t play or open video files on your PC, use the Video Playback Troubleshooter to fix the problem.

Step 1: Type Control Panel in the search bar.

Step 2: Go to Troubleshooting > View All > Video Playback .

Step 3: Click Next in the Video Playback dialog box.

Step 4: Select Open video playback settings .

Step 5: If there are any video playback problems, the troubleshooter will list them and offer solutions.

If the troubleshooter doesn’t resolve the issue, try the following fix.

Updating or reinstalling your video player might help you address playback issues. Follow these steps to update and reinstall your media player.

Update the video player:

Step 1: Open your media player and click About .

Step 2: Select Update or Check for a new version .

Step 3: Restart your computer and play your video.

Reinstall the video player:

Step 1: Click This PC in File Explorer and locate the folder with your installed player.

Step 2: Click Uninstall.exe .

Step 3: Visit the official website and download the latest version.

Step 4: Reinstall the video player.

Play your video to ensure you’ve fixed the problem.

Here are the crucial tips for avoiding video playback problems in Windows 10/11:

• Keep your media player and Windows system up-to-date to ensure you have the latest system settings and upgrades.
• Install a reliable and effective antivirus program to prevent malware and virus infections from corrupting your system and video files.
• Use a trustworthy media player.
• Always download videos and software tools from secure, reliable, official websites.
• Regularly check for Windows updates to update all system drivers automatically.
• Ensure your video configuration and settings meet video streaming requirements.
• Check your CPU and GPU drivers for updates occasionally, as Windows updates may not include such upgrades.
• Install the latest, compatible codes for digital video compression and decompression.
• Use software rendering.
• Avoid tampering with your video files’ headers, format, and output encoding.
• Avoid running the video files on multiple players.
• Keep your system firmware up-to-date.
• Upgrade your CPU and RAM to support HD digital video loading and streaming.

Video problems on Windows 10/11 can be annoying, preventing you from enjoying your favorite movies, TV shows, home clips, etc. Thankfully, the proper solutions help you resolve all your issues and enjoy a seamless video playback experience.

This article should help you understand the causes of common video issues on Windows 10/11 and how to recognize and fix them as quickly as possible.

Though these methods can help you address most problems, they won’t be enough to fix video corruption. Fortunately, you can rely on Wondershare Repairit to repair and restore corrupted videos, images, audio files, emails, etc.

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Solar eclipse 2024: Follow the path of totality

Solar eclipse, worried about eclipse damage to your eyes don't panic.

Geoff Brumfiel

Nell Greenfieldboyce

Junior Espejo looks through eclipse glasses being handed out by NASA in Houlton, Maine. Used correctly, eclipse glasses prevent eye damage. Joe Raedle/Getty Images hide caption

Junior Espejo looks through eclipse glasses being handed out by NASA in Houlton, Maine. Used correctly, eclipse glasses prevent eye damage.

Tens of millions of Americans will have spent the day staring at a total solar eclipse, and at least a few of them may become worried that they inadvertently damaged their eyes.

But experts say there's no need to panic — the vast majority of eclipse viewers are probably fine. And even if somebody did strain their eyes, the effects could be temporary.

During the 2017 total solar eclipse it's estimated that 150 million Americans viewed the event. There were around 100 documented cases of eye damage across all of America and Canada, according to Ralph Chou, an expert on eclipse eye safety with the University of Waterloo in Canada.

Far more people turned up in emergency rooms worried that they'd damaged their eyes. Many complained of watery eyes or blurred vision, but in most cases they were fine, according to Avnish Deobhakta, an ophthalmologist at the New York Eye and Ear Infirmary of Mount Sinai, one of the largest eye hospitals in the nation.

The reason it's hard to do real damage is simple — the human eye has evolved to avoid staring directly at the sun.

"It's so bright that we're not actually capable of looking at it without either tearing or sort of not really feeling comfortable staring at this ball of light," Deobhakta says.

Shots - Health News

Here's what it looks like when you fry your eye in an eclipse.

In the rare case that someone does damage their eyes, that damage usually shows up as a blurry spot in the field of vision , hours or up to a day after watching the eclipse. In about half of cases, the problem fixes itself, but permanent damage can sometimes occur.

Anticipating the post-eclipse ocular anxiety, at least one eye clinic in Buffalo, N.Y., is offering free eye checks immediately after the eclipse on April 8.

It's always a good idea to get your eyes checked, whether or not there's an eclipse. So if you're worried at all, go ahead and use the opportunity to schedule your annual exam.

• eclipse eye damage
• 2024 eclipse

No solar eclipse glasses? Use a Saltine or Ritz cracker, pasta strainer or slotted spoon

If you don't have solar eclipse glasses for april 8, 2024, check your kitchen if you have crackers, a pasta strainer or slotted spoon, you can see the eclipse..

• In Florida, expect to see a thin or fat crescent shape Monday, April 8, 2024, during the Great American Eclipse.
• In Florida, it's referred to as a partial solar eclipse, which starts at 12:35 p.m. CDT through 4:20 p.m. EDT Monday, April 8, 2024.

Before your eyes spy the Great American Eclipse or  Total Solar Eclipse on Monday, April 8, 2024 , be sure to protect them.

Though Florida is not in the path of totality for the April 8 celestial event , the eclipse can still be seen via protective solar eclipse glasses, shadows on the ground or other creative (and safe) means . Interestingly, you can find some items in your kitchen pantry or the kitchen utensil drawer.

Experts warn people should not look up directly at the sun to avoid blindness or damage to the eyes.

Below is a safety guide on what to do and what not to do to protect your eyes when watching the Great American Eclipse and creative means to view it if you don't have solar eclipse glasses .

When is the Great American Eclipse 2024 ? What are the major eclipses in the US?

The much-anticipated Great American Eclipse is Monday, April 8, 2024, and times vary for max viewing opportunities all across the U.S. (see graphic below).

In case you’re wondering, there are three notable solar eclipses viewable from the U.S., and two of them happened already: the Great American Solar Eclipse on Aug. 21, 2017 , the Great American Eclipse or “ ring of fire ” that occurred Oct. 14, 2023, and now the Total Solar Eclipse on April 8, 2024 . Florida was not in the path of totality for any of these. However, and this will be true for the April 2024 eclipse, skywatchers from hundreds of miles outside the path were still able to see a partial solar eclipse from the 2017 and 2023 astrological events.

Can the Great American Eclipse, Total Solar Eclipse 2024 be seen in Florida?

Though Florida is not in the path of totality for the April 8, 2024, Total Solar Eclipse, the eclipse can still be seen via protective solar eclipse glasses, shadows on the ground or other creative (and safe) means.

In Florida, it's referred to as a partial solar eclipse, which starts at 12:35 p.m. CDT through 4:20 p.m. EDT Monday, April 8, 2024,  according to timeanddate.com .

What time can I see 2024 solar eclipse in Florida?

Weather permitting, to see all phases of the total solar eclipse, you must be within the path of totality. According to a map on  greatamericaneclipse.com , the U.S. path of totality for the Monday, April 8, 2024, eclipse covers parts of Texas, Arkansas, Oklahoma, Missouri, Illinois, Indiana, Ohio, Pennsylvania, New York, Vermont, New Hampshire and Maine. The total eclipse will not be visible from Florida — unless you watch it virtually from a livestream.

In the U.S., totality will begin in Texas at 1:27 p.m. CT and will end in Maine at 3:35 p.m. ET on April 8, 2024. The state of Florida should have a 45% to 75% chance of "maximum partial eclipse," according to Great American Eclipse online. Expect to see a thin crescent shape to a thicker crescent shape.

Florida is not in the path of totality. Is it still called the Great American Solar Eclipse or Total Solar Eclipse?

In Florida, it's referred to as a partial solar eclipse since the Sunshine State is not in the path of totality.

Are 3D glasses the same as solar eclipse glasses?

No! 3-dimensional glasses will not protect your eyes during an eclipse. Do not wear them and look at the sun during an eclipse.

Can I watch the 2024 Great American Eclipse using a cracker?

Yes! Use a buttery round cracker (think Ritz) and a white sheet of paper. With your back toward the sun, hold the cracker up to the paper. Your eyes should be looking away from the sun, which is what’s required for safe, indirect viewing, experts say. The solar eclipse will filter through the tiny cracker holes. Reporter tip: If you don't have a Ritz cracker, a Saltine cracker works just as well.

Can I watch the Great American Eclipse using a slotted spoon?

Yes! Use a slotted spoon with round holes in it. Again, with your back toward the sun, hold up the spoon to the sheet of paper and watch the solar eclipse project an image.

Can I watch Great American Eclipse using a colander or bowl?

Yes! According to Dennis Ward, retired president of Longmont Astronomical Society in Colorado, “Another great projection viewing device is a colander or pasta strainer with holes, not slots.“ Same instructions apply, stand with your back toward the sun, and hold up the colander to the sheet of paper to see the eclipse.

I don't have solar eclipse glasses, a cracker or a slotted spoon. How can I watch the solar eclipse?

If you don't have a pair of solar eclipse glasses, a Ritz or Saltine cracker, a colander or a slotted spoon (serving spoon with holes in it), don't despair. Look to the ground, particularly a white or gray sidewalk, and check out the shadows made by tree leaves. Miniature crescent moon shapes (fat crescents and thin crescents, depending on max viewing time) will show up. You can see this in the Tallahassee Democrat photo above.

Can I wear sunglasses and watch the solar eclipse?

No! We can't stress this enough. It is not safe to look up at the sun during a solar eclipse while wearing sunglasses, no matter how dark the lenses are.

Sangalang is a lead digital producer for USA TODAY Network-Florida. Follow her on  Twitter  or Instagram at  @byjensangalang . Support local journalism.  Consider subscribing to a Florida newspaper .

Watch CBS News

Why is looking at a solar eclipse dangerous without special glasses? Eye doctors explain.

By Sara Moniuszko

Edited By Allison Elyse Gualtieri

Updated on: April 8, 2024 / 8:54 AM EDT / CBS News

The solar eclipse will be visible for millions of Americans on April 8, 2024, making many excited to see it — but how you watch it matters, since it can be dangerous for your eyes. 

A  solar eclipse occurs when the moon passes between the sun and Earth, blocking the sun's light . When the moon blocks some of the sun, it's a partial solar eclipse, but when moon lines up with the sun, blocking all of its light, a total solar eclipse occurs,  NASA explains . Either way, you need eye protection when viewing.

"The solar eclipse will be beautiful, so I hope that everyone experiences it — but they need to experience it in the right way," said Dr. Jason P. Brinton, an ophthalmologist and medical director at Brinton Vision in St. Louis.

Here's what to know to stay safe.

Why is looking at a solar eclipse dangerous?

Looking at the sun — even when it's partially covered like during an eclipse — can cause eye damage.

There is no safe dose of solar ultraviolet rays or infrared radiation, said  Dr. Yehia Hashad , an ophthalmologist, retinal specialist and the chief medical officer at eye health company Bausch + Lomb.

"A very small dose could cause harm to some people," he said. "That's why we say the partial eclipse could also be damaging. And that's why we protect our eyes with the partial as well as with the full sun."

Some say that during a total eclipse, it's safe to view the brief period time when the moon completely blocks the sun without eye protection. But experts warn against it. 

"Totality of the eclipse lasts only about 1 to 3 minutes based on geographic location, and bright sunlight suddenly can appear as the moon continues to move," notes an eclipse viewing guide published in JAMA , adding, "even a few seconds of viewing the sun during an eclipse" can temporarily or permanently damage your vision. 

Do I need special glasses for eclipse viewing?

Yes.  Eclipse glasses are needed to protect your eyes if you want to look at the eclipse.

Regular sunglasses aren't protective enough for eclipse viewing — even if you stack more than one. 

"There's no amount of sunglasses that people can put on that will make up for the filtering that the ISO standard filters and the eclipse glasses provide," Brinton said.

You also shouldn't look at the eclipse through a camera lens, phone, binoculars or telescope, according to NASA, even while wearing eclipse glasses. The solar rays can burn through the lens and cause serious eye injury.

Eclipse glasses must comply with the  ISO 12312-2 international safety standard , according to NASA, and should have an "ISO" label printed on them to show they comply. The American Astronomical Society  has a list  of approved solar viewers.

Can't find these, or they're sold out near you? You can also  make homemade viewers ,   which allow you to observe the eclipse indirectly — just don't accidentally look at the sun while using one.

How to keep kids safe during the solar eclipse

Since this eclipse is expected to occur around the time of dismissal for many schools across the country, it may be tempting for students to view it without the proper safety precautions while getting to and from their buses. That's why some school districts are  canceling classes early so kids can enjoy the event safely with their families.

Dr. Avnish Deobhakta, vitreoretinal surgeon at New York Eye and Ear Infirmary at Mount Sinai, said parents should also be careful because it can be difficult for children to listen or keep solar eclipse glasses on. 

"You want to actually, in my opinion, kind of avoid them even looking at the eclipse, if possible," he said. "Never look directly at the sun, always wear the right eclipse sunglasses if you are going to look at the sun and make sure that those are coming from a reliable source."

Brinton recommends everyone starts their eclipse "viewing" early, by looking at professional photos and videos of an eclipse online or visiting a local planetarium. 

That way, you "have an idea of what to expect," he said. 

He also recommends the foundation  Prevent Blindness , which has resources for families about eclipse safety.

What happens if you look at a solar eclipse without eclipse glasses?

While your eyes likely won't hurt in the moment if you look at the eclipse without protection, due to lowered brightness and where damage occurs in the eye, beware: The rays can still cause damage .

The harm may not be apparent immediately. Sometimes trouble starts to appear one to a few days following the event. It could affect just one or both eyes.

And while some will regain normal visual function, sometimes the damage is permanent. 

"Often there will be some recovery of the vision in the first few months after it, but sometimes there is no recovery and sometimes there's a degree to which it is permanent," Brinton said. 

How long do you have to look at the eclipse to damage your eyes?

Any amount of time looking at the eclipse without protection is too long, experts say. 

"If someone briefly looks at the eclipse, if it's extremely brief, in some cases there won't be damage. But damage can happen even within a fraction of a second in some cases," Brinton said. He said he's had patients who have suffered from solar retinopathy, the official name for the condition.

Deobhakta treated a patient who watched the 2017 solar eclipse for 20 seconds without proper eye protection. She now has permanent damage in the shape of a crescent that interferes with her vision. 

"The crescent that is burned into the retina, the patient sees as black in her visual field," he said. "The visual deficit that she has will never go away."

How to know if you've damaged your eyes from looking at the eclipse

Signs and symptoms of eye damage following an eclipse viewing include headaches, blurred vision, dark spots, changes to how you see color, lines and shapes. 

Unfortunately, there isn't a treatment for solar retinopathy.

"Seeing an eye care professional to solidify the diagnosis and for education I think is reasonable," Brinton said, but added, "right now there is nothing that we do for this. Just wait and give it time and the body does tend to heal up a measure of it."

Sara Moniuszko is a health and lifestyle reporter at CBSNews.com. Previously, she wrote for USA Today, where she was selected to help launch the newspaper's wellness vertical. She now covers breaking and trending news for CBS News' HealthWatch.

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Total solar eclipse 2024: Watch video and see photos of the sky spectacle

EAGLE PASS, Texas − In a moment of cosmic alignment that was precisely predicted yet undeniably mysterious , the moon crept across the face of the sun as seen from Earth, casting its shadow onto the United States on Monday.

And then it was over: A total eclipse of the sun has come and gone.  

The partial shadow crossed into the U.S. in Texas just after noon local time, and a bit more than an hour later, the minutes of “totality” began. The total eclipse of the sun then traced a path from southern Texas to northern Maine, where it exited into Canada and the ocean beyond.

The rare event was an astronomical experience like no other. Monday's eclipse was unusually accessible to millions of people. It was widely anticipated not only for its remarkable period of darkness, but for its rare timing: No total solar eclipse would be visible from the contiguous United States again until 2044. While millions of Americans may have seen today’s eclipse, a small group in Texas was among the very first.

Edge of eclipse shadow began in south Texas

Alejandra Martinez, a seventh-grade science teacher from the south Texas border city of Eagle Pass, peered up at the gray, gauzy sky, anxiously awaiting the solar eclipse’s entrance into the USA.

Sitting with a telescope under a camping canopy in a corner of the county airport, Martinez, 42, and two other science enthusiasts had been recruited by NASA to participate in an effort called Citizen CATE 2024, where more than 30 teams perched in the eclipse’s path will record the shadowy trek across the country. 

In this spot, less than five miles from the U.S.-Mexico border, she and her team would be among the first people in the U.S. to witness the phenomenon. Eagle Pass sits near the very beginning of the eclipse’s track from southwest to northeast across the country. It also sits very near dead-center of it, where the period of “totality” will be the longest. That total shadow was still more than an hour away when the edge of the shadow began to darken the sky.

Martinez, dressed in a “This Totality Rocks” T-shirt and eclipse-themed skirt, watched as the penumbra crept across the airfield, about 10 minutes past noon local time. She put on her eclipse glasses and peered up at the sky. The gauzy clouds parted. “There it is! There it is!” she yelled. “First contact. It’s begun!”

Clouds came and went as the shadow grew for the next hour. As totality approached Eagle Pass, the sky shaded a dull gray then a heavy brown and the temperature dropped a few degrees. Only a sliver of the sun remained.

A few seconds before 1:27 p.m. CT, the crowd counted down, “3..2..1…” The sun was gone, completely covered by the moon. Darkness spread over the small airport grounds. “Oh my god,” Martinez said, a hand covering her heart. “This is so cool!”

How to tell if you have eye damage from looking at a partial eclipse?

For those who took a chance and looked at the sun without protective eyewear during the eclipse, concerns may arise if their vision starts to seem impaired. Have they suffered eclipse blindness?

Looking directly at the sun even briefly without the proper safety glasses can result in eye damage, either temporary or permanent. The body's natural squinting reaction in normal circumstances prevents people from staring directly at the sun, but that reflex may not be activated during partial eclipses, even though a partly shielded sun can still burn the retina.

The American Academy of Ophthalmology says pain won't be an indication of damaged eyes because the retina lacks pain nerves. Worrisome signs are instead blurry vision, headaches, light sensitivity, blind spots in the central vision, distorted vision and changes in color perception. Anyone experiencing those symptoms should see an ophthalmologist, the AAO says.

What was the timeline of the 2024 solar eclipse?

The total eclipse began in Mexico at about 11:07 a.m. PDT, Monday before crossing into Texas at 1:27 p.m. CDT. It ended in Maine at 3:35 p.m. EDT. Even those who weren't in the path of totality could see a percentage of the eclipse.

To find out exactly when the eclipse occurred in your area, you can search by  USA TODAY's database by ZIP code  for a viewing guide.

Students in Washington get hands-on learning

Dozens of students spilled out of Ida B. Wells Middle School in Washington, D.C., gripping cardboard solar eclipse glasses and chatting with excitement. “Why is the sun shaped as a moon?” one student asked after looking toward the sun. “Why is it not getting dark?’’ asked another.

Teacher Troy Mangum, who the students called “Mr. Mango,’’ slowly explained the science behind the experience as he cautioned others to put on their glasses. Students at the school in northwest D.C. had had lessons about the eclipse leading up the day’s teaching outside the classroom.

“Anytime we can get hands on or dynamic learning … it’s invaluable,’’ said Mangum, a social emotional learning coach. “We talked about it so much. It’s nice to see them get excited about qeeky Mr. Mango type of stuff.”

Skylar Cruel, 12, had come outside with her science class. “I just really wanted to see it,’’ she said. “You get to see it turn from light to dark.”

Steps away at Whittier Elementary School, which focuses on science, technology, engineering and math (STEM), younger students put on their glasses and tilted their heads up toward the sun behind their school.

Michael Haile joined his daughter, Markan Worku, 9, a student at Whittier, and brought along his 5-year-old son, Keab. He called it a memorable experience for his children. Markan, who had been learning about solar eclipses in her third-grade class, simply said, “This is cool!’’ 

− Deborah Berry

In Michigan, a bonding experience for a mother and her three kids

In Michigan, eclipse enthusiasts packed a watch party along the Detroit Riverwalk near Cullen Plaza. They sat on the grass, on benches and berms. For Janelle Ikonen of Waterford, it was a chance to bond with her three children − Hannah, 9; Elim, 12; and Isaac, 14 − whom she took out of school for the day.

“I wanted to experience a unique event with them,” said Ikonen, 47. “It’s one of my big deals to me, to experience things with my kids. … I hope they’ll remember spending time with me.”

In Grand Rapids, where 94% coverage of the sun was expected, viewers gathered on the city's “Blue Bridge,” which offered a view of the eclipse over the Grand River. With no cloud cover over the city, visitors had an unobstructed scene. The Grand Rapids Public Museum set up a series of solar telescopes.

Jill and Wes Johnson, 50 and 14, were among those awaiting max coverage. They’d considered traveling from Grand Rapids to a place with total coverage, but decided 94% coverage was worthwhile enough to stay home.

“I think people are excited to see something unique,” Jill Johnson said.

− Georgea Kovanis and Arpan Lobo, Detroit Free Press

US women's soccer team takes in eclipse ahead of title game

COLUMBUS, Ohio − The U.S. women’s national soccer team took a break from SheBelieves Cup preparation to watch the eclipse. 

Several team members, including World Cup veterans Crystal Dunn, Alyssa Naeher, Naomi Girma and Trinity Rodman, coaches and staff members donned eclipse glasses and went outside their hotel to see the rare event.

As the sky darkened and the moon moved in front of the sun, someone yelled, “Come on, keep going!” Columbus is just outside the path of totality, so all but a sliver of the sun wound up being covered. 

The USWNT is in Columbus for the final of the SheBelieves Cup on Tuesday night against Canada.

− Nancy Armour

Witnessing the first total eclipse from a cruise ship

Passengers aboard Holland America's Koningsdam cruise ship eagerly gathered on the top decks at 10 a.m. local time to watch the spectacle of a solar eclipse.

Positioned off the coast of Mazatlan, Mexico − the first city in North America to witness the total eclipse − the ship provided an ideal vantage point for viewing the celestial event. Accompanied by an astronomer, the captain meticulously adjusted the ship's position to ensure the best possible view.

Dan Fueller, an experienced eclipse observer who had previously seen similar phenomena from ships in 1991 and 1998, emphasized the advantages of viewing the eclipse from a cruise ship. He noted the flexibility of the ship's mobility allowed for optimal positioning along the eclipse's path, ensuring unobstructed views.

"You're on a cruise ship and (the best view) is a little bit farther to the west or a little bit farther to the east − along the path, there's a clear sky − the ship can move. If you're on land and there's not a road there, you better have a tank."

− Joshuan Rivera

Partial eclipse 'like a little Pac-Man taking a bite out of the sun'

In Parthenon, Arkansas, the eclipse began near the Buffalo National River. Five friends traveled from Florida to be on a rock outcropping to witness the celestial event.

“Yes! I see it!” Angie Printiss exclaimed.

“Oh ya! You can see it,” said Kate Estes. “It’s like a little Pac-Man taking a bite out of the sun.”

At 20 minutes before totality, the sky got noticeably darker. The shadow of crescent sun shapes played off the limestone rocks.

“It looks like water − like fish scales,” Estes said. “That is so weird, when the trees move you can really see it.”

− Jennifer Portman

New Englanders travel for better view of the eclipse

Crowds ballooned into the thousands midday Monday in the center of St. Johnsbury, Vermont, as the nearly cloudless sky and warm sun boosted temperatures to an unseasonably 60 degrees.

Jim and Kim Cooper drove over from New Hampton, New Hampshire, their first time doing more than just passing through the town locals call St. Jays. Their son had proposed to his girlfriend in Tennessee during the 2017 eclipse and then had an eclipse-themed wedding, but the Coopers had never seen a total eclipse for themselves, so they decided to come to the closest place where they could be assured of a good view.

Jeffrey Breau had seen that 2017 eclipse for himself and was so impressed that he convinced family members to join him this time. Breau’s girlfriend, Nell Hawley, came up with him from Cambridge, Massachusetts, while his brother Alex and his girlfriend Diana Ventura drove up from New York City. The Breau brothers' father, Walter, joined them in taking in their first eclipse.

“I would have been OK watching it in the yard,” Walter said, though he would only have seen a partial eclipse from there. “That’s what you think now,” Jeffrey said quickly. “Talk to me in two hours.”

− Karen Weintraub

Kids bring homemade eclipse viewers to National Mall

Lucas and Lucy Porto Banco didn’t need to buy fancy eclipse glasses – the 7- and 10-year-old siblings made their own eclipse viewers from two cardboard shoe boxes left over from a couple of their mom’s recent shoe purchases.With the help of a YouTube tutorial video, they made two holes in each box with a whittling knife and taped tin foil over. Then they used dry spaghetti to poke holes in the tin foil for the sun’s light to pass through and project onto the dark inside of the box.The kids put together the viewer in little more than five minutes, Lucy said. “Maybe 15, with covering all the gaps in the shoe box,” she said.Even with his own eclipse-viewing creation, Lucas said he may still take advantage of his eclipse glasses. “I’m going to do both,” he said.

− Cybele Mayes-Osterman

What is an 'umbra?' − and other eclipse words

Astronomers and eclipse enthusiasts used a bunch of specialized words Monday as the nation experienced its first solar eclipse since 2017 and the last one for until 2044. Here are a few of those terms and what they mean, according to the American Astronomical Society .

Baily's Beads – This refers to the beaded appearance of the moon's edge as the eclipse nears totality. Shafts of sunlight shine through deep valleys on the moon's surface, which causes the effect known to observers as Bailey's Beads.

Umbra – The darkest part of the moon’s shadow, within which the entirety of the sun's bright face is blocked. An observer standing in the umbra sees a total solar eclipse.

Penumbra: The lighter part of the moon's shadow, making up its outer portion, where light can reach.

Corona – The sun’s upper atmosphere, visible as a pearly glow around the eclipsed sun during totality.

Totality – The maximum phase of a total solar eclipse, during which the moon’s disk completely covers the sun's bright face. It can last from a fraction of a second to a maximum of 7 minutes, 31 seconds, depending on viewing location and other factors.

− Dale Denwalt, The Oklahoman

A last-minute search for glasses for 'a perfect spot'

Patsy Faoro walked toward a half dozen people gathered at the gate of Turner Farm Park in Great Falls, Virginia. The people were awaiting the opening of an eclipse viewing event complete with telescopes and educational presentations.

Faoro, who lives near the park in this upscale Northern Virginia neighborhood, just wanted glasses to safely view the eclipse.

She visited CVS, Safeway and a 7/11 convenience store, all of which had advertised the availability of glasses to view the eclipse. None of the retailers had any glasses remaining when Faoro checked this morning.

“We have this great big open space that’s a perfect spot,” said Faoro, who viewed her first eclipse in the 1970s. “We just need some glasses.”

− Ken Alltucker

Indianapolis Motor Speedway event draws tens of thousands

Tory Patrick, 41, is hoping to give her four children a once-in-a-lifetime learning opportunity. Patrick and her family traveled 160 miles to Indianapolis Motor Speedway from their home in Granger, Indiana. They were expected to have 97% totality at home, but it’s not the same as total coverage, she said.

“They will be getting the full experience that they can’t read about in textbooks,” Patrick said.

Patrick and her sister Cally Gannon, 39, from Cincinnati, met in Indianapolis to view the eclipse from the speedway. They camped outside IMS over the weekend ahead of the event and on Sunday afternoon saw a double rainbow over the speedway’s iconic pagoda. An estimated 50,000 tickets were sold for the day’s festivities, presented in partnership with NASA and Purdue University.

Elsewhere in the stands, Ryan Harper, 30, knows today is special.

“We’re right in totality,” he said. “This sometimes doesn’t happen in people’s lifetimes.

— Sarah Bowman and Jade Thomas

Family travels from Baltimore to Rochester, N.Y., to view the eclipse

When Maze Pelham of Baltimore was a fifth-grader, he watched news of the 2017 solar eclipse and vowed to witness the next notable solar eclipse. That eclipse, and that day, has come. And this is why he and his parents, Janice and Sonney Pelham, left Maryland around 1 a.m. on Monday and drove nearly seven hours to Rochester, New York.

“I said to myself I would go to the next one,” Maze Pelham said while seated with his parents on lawn chairs at downtown Rochester’s Parcel 5 park, where he and hundreds of others are awaiting a view of the full eclipse. “It’s a promise I made to myself.”

– Democrat and Chronicle, part of the USA TODAY Network

In Brooklyn: Eclipses glasses, check. Lawn chair, check.

Ralph Emerson held a pair of paper sunglasses in his hands while riding the subway to Brooklyn's sprawling Prospect Park on Monday. He exited the train with a folded lawn chair strapped across his shoulder, and said he felt energized and full of anticipation.

"This is special," Emerson, 61, said. "I haven't woken up with this much excitement since the Super Bowl."

Walking to the park's botanic garden, Emerson said appreciating natural phenomena makes it easier to manage the stresses that come with living in a big city. Also like a big sports game, the eclipse will draw lots of people together to experience something much larger than themselves, in community, he said.

"A lot of times it's tragedies that bring us together, but sometimes things like this do," he said.

− Claire Thornton

Texas Eclipse Festival cut short by weather

The Texas Eclipse Festival was canceled Monday in Burnet County, 50 miles northwest of Austin, because of weather concerns. The festival, which included bands and other events, began Sunday and was supposed to wrap up Tuesday.

"We regret to inform you of the severe weather forecast, including risks of high winds, tornadic activity, large hail, and thunderstorms for later today, including during the eclipse, Tuesday, and Wednesday," festival organizers said on their website. "Your safety is our top priority."

Festivalgoers were urged to leave early for safety and to beat traffic. Guests, however, were allowed to stay "provided they pack and are prepared to depart after totality."

Traffic jams, collisions mar eclipse watchers' travel

Traffic crashes and road delays were reported across the nation as Americans flocked to prime locations to gaze up at the rare solar eclipse . Local roads and highways in states including Texas, Ohio, Illinois, Indiana, Vermont and New Hampshire were overwhelmed with eclipse chasers, many of whom were from out of state. The most intense bottlenecks appeared to be in the path of totality , where spectators will be able to view the full eclipse.

In Oklahoma, a crash around 7:30 a.m. local time narrowed eastbound lanes on I-40, a major transcontinental highway that runs from California to North Carolina. The crash occurred not far from several state parks that were hosting eclipse events, and it's also within driving distance of the full eclipse path, which includes parts of southeastern Oklahoma and Arkansas.

Multiple crashes were reported on an interstate in Waco, Texas, a city in the path of totality, where several festivities and eclipse viewing events were scheduled. The crashes all occurred on I-35, which runs from southern Texas to Minnesota.

"Expect major traffic delays in this area," the Texas Department of Transportation said in a statement .

− Christopher Cann

Airport draws a crowd of jets for eclipse

EAGLE PASS, Texas − Maverick County International Airport in Eagle Pass, Texas, usually sees maybe three private planes a day. By 10 a.m. CT on Monday, more than 10 planes crowded the tarmac, including Cessnas, Pipers and at least one corporate jet − all there to catch an early glimpse of the total solar eclipse. Eagle Pass will be one of the first American cities to witness the phenomenon. Some watchers, like Brandon Beck, 43, flew in Sunday night from San Diego and spent the night in a sleeping bag on the tarmac next to his friend’s Mooney single-prop piston four-seater.“We’re so lucky to be on a planet where the sun is the perfect size and perfect distance to create that effect,” he said. “It’s obligatory. We have to see it.”

First the Cherry Blossoms, then the eclipse

WASHINGTON − The Cherry Blossoms brought Ali and Aurore Youssouf to the city all the way from Paris, but the pair were delighted to learn that their trip would overlap with the eclipse. The day is extra special for Aurore Youssouf, 43, who has never seen an eclipse before. On Monday morning, the couple arrived by chance at the National Mall early enough to snag a few pairs of free eclipse glasses distributed by the Smithsonian National Air and Space Museum for the occasion.“We didn’t even know. We just ended up here and found out that they were giving away some glasses,” said Ali Youssouf, 46.

Awaiting eclipse − and hail − in Texas

KERRVILLE, Texas − Forecasts called for considerable cloudiness, rain and possible hail, but retired NASA engineer Jeff Stone stayed positive as he and his wife prepared to host more than a dozen people for a watch party at their hilltop home in Texas Hill Country. Stone, an eclipse enthusiast who had met family in Missouri to watch the solar eclipse of 2017, said he recently reviewed video footage of that event and said current conditions weren’t that much different than they were back then.

“I’m outside and seeing patches of blue among scattered clouds, so we’re remaining hopeful,” he said.

About 150 miles to the northeast in Gatesville, lead pastor Eric Moffett of Coryell Community Church said a similar forecast did little to deter an expected gathering of about 800 visitors for the church’s family-oriented “Eclipse at the Crosses” event. Many, if not most, were from out of town or even out of country − Canada, Wales, France, Italy. Many locals were staying home to avoid the crowd, he said.

“It’s partly cloudy, but the sun is shining on me right now,” he said. “We are praying that it stays that way.”

− Marc Ramirez

What is the difference between a solar eclipse and a lunar eclipse?

A  total solar eclipse  occurs when the moon comes in between the Earth and the sun, blocking its light from reaching our planet, leading to a period of darkness lasting several minutes. A total lunar eclipse occurs when the moon and the sun are on exact opposite sides of Earth. The Earth blocks the sunlight that normally reaches the moon. Instead of that sunlight hitting the moon’s surface, Earth's shadow falls on it.

A lunar eclipse can last for a few hours, while a solar eclipse lasts only a few minutes. Solar eclipses also rarely occur, while lunar eclipses are comparatively more frequent. While at least two partial lunar eclipses happen every year, total lunar eclipses are still rare, NASA says. Another major difference: No special glasses or gizmos are needed to view the a lunar eclipse, and people can directly stare at the moon.

− Saman Shafiq

Solar eclipse, lunar eclipse: What is the difference?

Can you drive during the solar eclipse?

The  2024 solar eclipse  will shroud much of the United States in darkness on Monday, leaving many people to wonder: Is it safe to drive during the solar eclipse?

It is safe to drive during an eclipse as long as you don't look up at the sky. AAA is telling drivers to be focused on the road if they are operating a car during the total solar eclipse. But the automobile insurance company is advising Americans who want to safely view the total eclipse to "find a safe place to park (not on the side of a road or highway) away from other traffic and then wear your eclipse glasses," said Aixa Diaz, a spokeswoman from AAA.

"Pack your patience, whether traveling a great distance or locally," Diaz said. "People will be out and about to catch a glimpse of the eclipse."

A similar scenario  played out in 2017 during the nation's last total solar eclipse : Congestion in some areas lasted for up to 13 hours after totality,  according to Transportation Research News , a National Research Council publication. An analysis of traffic patterns from that year suggests the worst of the traffic – on interstates and rural back roads alike – will kick off after the eclipse ends and everyone tries to leave all at once.

− Kayla Jimenez

When will the next solar eclipse happen?

It will be 20 years before there's a chance to  witness a total solar eclipse  in the United States again. According to NASA, after Monday's total solar  eclipse , the next one viewable from the contiguous U.S. will be on Aug. 23, 2044.

Unfortunately, the 2044 total  solar eclipse  won't have the broad reach across the U.S. as the 2024 eclipse. The path of totality during the 2044 eclipse will only touch three states, according to the Planetary Society, a nonprofit involved in research, public outreach and political space advocacy. The eclipse will begin in Greenland, sweep through Canada and end around sunset in Montana, North Dakota and South Dakota.

But another eclipse scheduledfor Saturday, Aug. 12, 2045, will trace a path of totality over California, Nevada, Utah, Colorado, New Mexico, Oklahoma, Kansas, Texas, Arkansas, Missouri, Mississippi, Louisiana, Alabama, Florida and Georgia.

− Mary Walrath-Holdridge, Gabe Hauari and Eric Lagatta

Eclipse and pets: It's not the sky that's the problem

An  eclipse  itself isn't dangerous for domestic animals such as dogs and cats, but experts say it's probably best to not bring pets to  experience the April 2024 total solar eclipse . Experts' biggest concern is not what’s happening in the sky but on the ground as crowds of excited and  eager people gather , said Dr. Rena Carlson, president of the American Veterinary Medical Association. Dogs especially will take their cues from their owners rather than  the celestial event.

“Rather than the effects of the eclipse, I would be more worried about the excitement and all of the people,” Carlson said.

− Elizabeth Weise

A guide to the solar eclipse for kids

Here's an easy-to read, illustrated guide to help kids understand what the  April 8 total solar eclipse  means, where it will be visible and how you can watch it safely. It also shows them how an ordinary kitchen colander can easily be used to view a solar eclipse − the colander's holes can project crescent images of the sun onto the ground. There are even pages that can be downloaded and colored.

Trump's eclipse experience lit up internet in 2017

Seven years ago, when the last  total solar eclipse  crossed over North America, a photo of then-President Donald Trump  seemingly gazing at the sun with his naked eyes set the internet ablaze . During the afternoon of Aug. 21, 2017, Trump, who was president at the time, was joined by then first lady Melania Trump and their son Barron  to watch the rare phenomenon from the Truman Balcony  at the White House. Photos taken by members of the media captured all three donning eclipse glasses while looking at the eclipse.

But at one point during the viewing, the former president was captured in photos and videos without proper eye protection, seemingly gazing directly at the sun. Looking at an eclipse before or after the brief phase of totality without proper eyewear  can lead to eye damage .

− Natalie Neysa Alund

When is the next total solar eclipse? What to know about the next eclipse's path, timing

How to make a solar eclipse viewer

People who didn't manage to get their  hands on glasses  are not completely down and out. There are other safe ways to view the eclipse , say experts, and a lot of them only require a little bit of craftiness and items you can find lying around the house.

Steps to make the cereal box eclipse viewer (And here is a video aid) :

• Get an empty, clean cereal box.
• Cut a white piece of cardboard that will fit snuggly in the bottom of the box, or secure it permanently by gluing it in place.
• Cut the top of the cereal box, removing both ends and leaving the center intact.
• Put a piece of tape across the center of the top to securely hold it closed.
• Tape a piece of heavy-duty foil or double a single layer for additional strength, covering one of the openings at the top of the cereal box. The other opening will remain open for viewing.
• Using a small nail (approximately 3mm in diameter) push a hole in the foil.
• Cover the entire box with construction paper, leaving the single-viewing opening and the foil uncovered.

The finished box should be held with the pin-hole side facing the sun. It may take a little practice pointing the box. With your back facing the sun, look through the viewing opening. A small image of the sun, about ½ cm in diameter, can be seen projected on the white paper inside the box.

− Mary Walrath-Holdrid

What is the path of the solar eclipse called?

Those in the direct line of the eclipse will be treated to an incredible sight as the moon completely blots out the sun's disk, ushering in uncharacteristic darkness and revealing the sun's elusive outermost layer called the corona. That moment is called "totality" and this year the path of totality crosses through 13 U.S. states.

The last total solar eclipse to cut through North America was in August 2017.

How to look at eclipse without glasses

A total solar eclipse offers skygazers the rare opportunity to witness the eclipse with the naked eye. However,  solar eclipse glasses  are still needed until totality is reached. 

Certified solar eclipse  glasses are crucial for spectators to avoid the sun's retina-damaging rays. But when the moon moves completely in front of the sun and blocks its light, you'll know it's  safe to remove the glasses  for a short period of time.

How fast does an eclipse shadow travel?

According to a post from the  National Weather Service  in Indianapolis on X, an eclipse shadow travels at speeds from 1,100 to 5,000 mph. Near the equator, it travels at around 1,100 mph and increases in speed as it approaches the poles.

The eclipse party is over? Time to recycle those glasses!

Astronomers Without Borders , or AWB, a non-profit organization running its second nationwide  eclipse glasses recycling drive . Her business will join over 300 schools, museums, city governments, commercial businesses, community organizations and local libraries that will collect and ship an estimated  millions of glasses  to be repurposed for use by underserved communities around the world in  future solar eclipses .

AWB launched its first run of the program after the last solar eclipse in 2017 when volunteer centers across the country collected millions of the glass. After vetting them for reuse, more than  half a million glasses were distributed to Africa, Asia and South America.

People can visit  AWB's website  to find their nearest participating collection center and learn more about recycling the glasses, said Andrew Fazekas, the organization's communication manager.  

"We figure there's probably going to be tens of millions of glasses out there at the very least," he said. "And most of them are probably very gently used."

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Switching From iPhone to Android Is Easy. It’s the Aftermath That Stings.

Even if you manage to ditch your iPhone, Apple’s hooks are still there.

By Brian X. Chen

Brian X. Chen is The Times’s lead consumer technology writer and the author of Tech Fix , a column about the social implications of the tech we use.

When I temporarily switched from an iPhone to an Android phone last week, I was bracing for a world of hurt. I’ve owned only Apple phones ever since buying the first-generation iPhone in 2007. And, like many, I’ve bought other Apple products that pair nicely, including AirPods, an Apple Watch and an iPad.

That type of loyalty is the basis of an antitrust case against Apple brought by the Justice Department, which has accused the company of using monopolistic control over the iPhone to harm competitors and deter customers from switching to other phones. To test that theory, I decided to briefly break up with my iPhone.

I was initially surprised by how simple it was to shift my iPhone data to an Android smartphone made by Google. Just by installing an app on my iPhone that Google made to help people switch, I was able to copy my contacts list, photo album and calendar into my Google account. Then, presto — all that data appeared on the Android.

I was almost done. After I called my carrier, Verizon, to transfer my phone number to the Android device, my mission was accomplished: I had become an Android convert.

At first, I was happy with my choice — I had upgraded to a fancy Google Pixel phone. But by Day 6, I was ready to switch back.

A bunch of annoyances added up. Even though I could still use most of my Apple products, I started missing my Apple Watch, which requires an iPhone to fully work. For software, I was able to find Android alternatives for all my favorite apps — except for Notes. While switching phones wasn’t technically hard, Apple’s hooks were still in me.

How Apple keeps customers loyal to the iPhone — and whether its practices harm competition — is at the heart of the government’s antitrust suit against the Cupertino giant.

Apple and the Justice Department declined to comment.

In its 88-page complaint, the department said a number of Apple products protected the company’s competitive advantage with the iPhone, including iMessage, Apple’s Wallet app and the Apple Watch. How hard do those perks really make it to ditch your iPhone? Here’s what I found.

Losing iMessage

For the most part, iPhone users and Android users can communicate with each other easily through email, phone calls and apps like Slack, but when it comes to text messaging, there is still an obvious split known as the “green bubble versus blue bubble” disparity .

When iPhone users send texts to other iPhones, the messages appear blue and can tap into exclusive perks like an animation of birthday confetti. But if an iPhone user texts an Android user, the bubble turns green, many features break, and photos and videos deteriorate in quality.

Before transferring my phone number to the Pixel phone, I used my iPhone to send iMessages to my blue bubble comrades warning them that our conversations would soon turn green. “Ew!” a friend replied. But after many remarks made in jest, no one protested, and I soldiered on.

Next, I had to detach my phone number from iMessage on Apple’s website to ensure that my text messages would stop going through Apple’s servers and arrive on my phone. Unless I did this, I would not receive texts from other iPhones. Eventually, the conversations turned green. I prepared myself for humiliation.

But no one gave me a hard time or excluded me. I did notice, however, that many friends had suddenly stopped texting me photos, perhaps because they knew the images would no longer look as good.

For years, some of my closest friends have texted me only through Signal, the third-party messaging app with strong privacy protections and many of the same features as iMessage. Signal is also available on Android, preserving that tradition.

Apple has announced that later this year, it will improve texts between iPhone and Android users by adopting rich communication services, a standard that Google and others integrated into their messaging apps years ago. Texts sent between iPhones and Androids will remain green, but images and videos will be higher quality.

Losing Apple Wallet

For iPhones, the go-to app for making mobile payments in stores is Apple Wallet, and for Android users, the equivalent app is Google Wallet. The experience of using each wallet app was identical: I loaded up my credit cards and Clipper card for the Bay Area’s rapid transit service.

The Justice Department’s criticism of Apple Wallet centers on how Apple gives only its app access to the iPhone’s payment chip, preventing competing wallet services from using that chip to make payments. But the way Apple designed its Wallet app had no impact on my ability to switch to an Android.

Losing the Apple Watch and other products

For an iPhone owner, a main incentive to buy more Apple products is that they work seamlessly together. A Mac laptop, for instance, uses many of the same apps for messaging, note taking and reminders as the iPhone, and the data is synchronized among the devices with Apple’s iCloud. In theory, the more invested you are in Apple’s ecosystem — and the more that Apple restricts its products from working with competing devices, the Justice Department says — the tougher it is to switch from an iPhone.

After I switched to an Android phone, my feelings about using other Apple products ranged from moderate annoyance to deep frustration:

The iPad worked independently from the iPhone, but I could no longer see my text messages on the tablet anymore. This was minor because I don’t do much texting on my iPad.

My AirPods Pro were OK — they connected quickly with the Pixel for playing music. But the downside is that the AirPods use Adaptive EQ, a technology that tunes sound quality to the shape of your ear, and it works only with software on the iPhone. So audio doesn’t sound as good.

I could not use my Android phone to locate my AirTags, the tiny Apple trackers I use to find my wallet and keys, on a map. But when my AirTags were in my pocket, the Android phone showed an alert that an “unknown tracker” was moving around with me, a safety feature for combating stalkers.

The Apple Watch requires an iPhone to set up, but its fitness tracking can work independently. Because I had already set up my watch, I could continue to use it at the gym alongside my Android phone. But I could no longer see my detailed workout data.

I ran into other annoyances not specifically called out in the lawsuit and finally reached peak frustration when I tried to find a replacement for Apple’s Notes, which I use regularly on my Mac, iPad and phone for work and personal errands. I used alternatives but didn’t like them, and combined with the aforementioned issues, it was all too much.

The upshot: Switching is easy, until it’s not

My experience isn’t universal. Some people would care more than others about how certain Apple products would change if they switched phones. Younger people would probably care a lot about lacking iMessage in schools, where a green bubble has been known to be an invitation for mockery and exclusion, according to education experts . Parents who use AirTags to track their children would view losing access to those as a deal breaker.

The upshot from this experiment is that while it’s not technically hard to switch to a different phone, there are plenty of things that could make you regret it.

Brian X. Chen is the lead consumer technology writer for The Times. He reviews products and writes Tech Fix , a column about the social implications of the tech we use. More about Brian X. Chen

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Switching From iPhone to Android: Even if you manage to ditch your iPhone, Apple’s hooks are still there .

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