Exploring behavioural patterns during complex problem‐solving.
In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n =...
| Published in: | Journal of Computer Assisted Learning Vol. 36; no. 6; pp. 933 - 957 |
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| Main Authors: | , , , , |
| Format: | pictorial research tables/charts Journal Article |
| Published: |
Wiley-Blackwell
Dec2020
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=147049858&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 147049858 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2020 vid: 36 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 147049858 147049858 147049858 10.1111/jcal.12451 147049858 ppf: 933 ppct: 24 formats: tig: atl: Exploring behavioural patterns during complex problem‐solving. aug: au: Eichmann, Beate Greiff, Samuel Naumann, Johannes Brandhuber, Liene Goldhammer, Frank affil: Centre for International Student Assessment (ZIB), Educational Quality and Evaluation, DIPF Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany sug: subj: Problem Solving Behavior Student Performance Appraisal Task Performance and Analysis Human Success Sequence Analysis Goals and Objectives Male Female Chi Square Test Funding Source Male Female ab: In this explorative study, we investigate how sequences of behaviour are related to success or failure in complex problem‐solving (CPS). To this end, we analysed log data from two different tasks of the problem‐solving assessment of the Programme for International Student Assessment 2012 study (n = 30,098 students). We first coded every interaction of students as (initial or repeated) exploration, (initial or repeated) goal‐directed behaviour, or resetting the task. We then split the data according to task successes and failures. We used full‐path sequence analysis to identify groups of students with similar behavioural patterns in the respective tasks. Double‐checking and minimalistic behaviour was associated with success in CPS, while guessing and exploring task‐irrelevant content was associated with failure. Our findings held for both tasks investigated, from two different CPS measurement frameworks. We thus gained detailed insight into the behavioural processes that are related to success and failure in CPS. Lay Description: What is already known about this topic: Complex problem‐solving is a competence becoming increasingly relevant in the 21st century. What this paper adds: This research article explores behavioural patterns leading to success or failure in complex problem‐solving.The article helps to clarify the role of exploration behaviour. Implications for practice and/or policy: The article provides a starting point to develop ideas on how to make students more competent problem solvers. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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