Analysing an Interactive Problem-Solving Task Through the Lens of Double Stimulation




conflict of motives, conflict of stimuli, double stimulation, educational robotics, decision forming apparatus, problem-solving


Problem-solving activities have been studied from a diversity of epistemological perspectives. In problem-solving activities, the initial tensions of a problematic situation led to a cognitive dissonance between conflicting motives and instruments to reach the activity goal. We analyze problem-solving in the continuation of Sannino and Laitinen’s (2015) approach to the analysis of a decision-forming apparatus. The originality of this study is in consideration of the materialistic nature of double stimulation that appears during the activity of the CreaCube problem-solving task. This activity engages the participant in solving tasks with interactive robotic instruments. To solve a task, the subject is required to build interactive robotic modules into a specific configuration which will cause the artifact to move from an initial position to a predetermined final position. The conflict of stimuli in the CreaCube is strong and observable because of the tangibility of the artifact, which is manipulated by the participant into different configurations with the goal of solving the task. We discuss double stimulation in relation to the artifactual interactive affordances of educational robotics.

Author Biographies

Margarida Romero

Margarida Romero is a full professor at Université Côte d’Azur in France and an associate professor at Université Laval in Quebec, Canada. After starting her career at Universitat Autonoma de Barcelona where she was awarded the best doctoral thesis in psychology, she continued her career in Canada and France.

Sylvie Barma, Université Laval

Sylvie Barma is full professor in the Department of Teaching and Learning Studies at Laval University, Sylvie Barma is interested in science and technology teachers who question and renew their teaching practice. After a long experience as a high school science teacher, she participated in the drafting of the Quebec Science and Technology and Technological and Scientific Applications programs for four years. Her experience as a practitioner and that of a curriculum writer are now used in her research. These focus on the contextual and systemic dimension of pedagogical innovation in teaching and on the development of 21st century digital skills in science classrooms. She considers the activity of the teacher as a responsibility shared by the various actors of a community. 


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