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Exploring behavioural patterns during complex problem-solving
SourceJournal of computer assisted learning 36 (2020) 6, S. 933-956 ZDB
Document  (3.416 KB)
License of the document Lizenz-Logo 
Keywords (German)
Document typeArticle (journal)
ISSN0266-4909; 02664909
Year of creation
review statusPeer-Reviewed
Abstract (English):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. (DIPF/Orig.)
Date of publication04.01.2022
CitationEichmann, Beate; Greiff, Samuel; Naumann, Johannes; Brandhuber, Liene; Goldhammer, Frank: Exploring behavioural patterns during complex problem-solving - In: Journal of computer assisted learning 36 (2020) 6, S. 933-956 - URN: urn:nbn:de:0111-pedocs-232225 - DOI: 10.25656/01:23222; 10.1111/jcal.12451
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