Abstract:

The practice of speedcubing, otherwise referred to as solving a Rubik's cube with optimal temporal efficiency, has garnered significant popularity as a means to enhance cognitive abilities. These include, but are not limited to, algorithmic thinking, procedural memory, muscle memory and spatial abilities. IT tools that facilitate the analysis of results, training planning and the development of puzzle-solving skills are playing an increasingly important role in the learning and training process. In the context of speedcubing, timer applications are of particular significance, as they facilitate the generation of cube mixing sequences, the measurement of time, and the analysis of user progress.

The objective of this article is to analyse the role of software tools used in the process of learning and training speedcubing, and to compare their functionality in the context of supporting the development of users' skills. The present study is of a pilot nature and is based on a survey conducted among several dozen members of the speedcubing community, some of whom have experience in official competitions organised by the World Cube Association. The collected data was analysed to identify the most frequently used training tools. A comparative analysis of selected applications, including CS Timer and Twisty Timer, was then carried out.

The respondents evaluated the significance and practicality of particular functionalities present within the analysed tools. These functionalities encompassed the generation of randomised sequences for various competitions, training statistics, cube mixing visualisation, interface customisation options, and support in analysing training outcomes. The findings suggest that digital tools play a significant role in the learning process for speedcubing, facilitating systematic progress monitoring and more informed training planning. Concurrently, disparities in the functionality and accessibility of individual tools were observed, which may influence user preferences.

The findings from the pilot study suggest that the effective utilisation of digital tools, meticulously designed to support learning, can enhance the efficacy of practical skills training environments. The results obtained serve as a foundation for further, more in-depth research on the use of specialised software in informal education and in the development of cognitive competences through problem-solving activities.

Moreover, the results of the study suggest that the tools employed in speedcubing can serve as a compelling illustration of the utilisation of digital technologies to facilitate learning through practice, thereby enhancing analytical skills, concentration, and problem-solving abilities within an informal educational setting.

Keywords:

Speedcubing, digital learning tools, informal education, skill development.