Students' exploration strategies in computer-simulated complex problem environments: A latent class approach

in Computers and Education (2018), 126

Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students explore ... [more ▼]

Complex problem solving (CPS) is considered an important educational achievement indicator. Previous research has indicated that CPS performance depends to a substantial extent on the way students explore problem environments. In this study, we investigated qualitative differences in the way students interact with such environments. In a sample of N = 2226 Hungarian students in Grades 6 to 8, we applied a latent class approach to investigate the use of the principle of isolated variation as an exploration strategy across six CPS tasks that were developed within the MicroDYN approach. Six qualitatively different class profiles emerged: proficient explorers, intermediate explorers, low-performing explorers, rapid learners, emerging explorers, and nonpersisting explorers. We further validated the profiles by comparing the latent classes with regard to students' overall CPS performance and additional indicators of task exploration. In analyzing age-related and gender differences on a cross-sectional level, we found only a small progression toward better performing class profiles from Grade 6 to Grade 8 (e.g., 14.6% of students in Grade 6 were proficient explorers vs. 24.6% in Grade 8; 27.1% of students in Grade 6 were low-performing explorers vs. 25.8% in Grade 8), and there were no substantial gender differences. This study contributes to the understanding of how students interact with complex problems and is the first to address whether variations in these behaviors indicate qualitatively different levels of strategic behavior. We discuss the theoretical underpinnings and potential of identifying class profiles of students' exploration behavior in the field of educational psychology. [less ▲]

Cross-national gender differences in complex problem solving and their determinants.

in Learning and Individual Differences (2014), 29

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of ... [more ▼]

The present study examined cross-national gender differences in domain-general complex problem solving (CPS) and their determinants. A CPS test relying on the MicroDYN approach was applied to a sample of 890 Hungarian and German high school students attending 8th to 11th grade. Results based on multi-group confirmatory factor analyses showed that measurement invariance of CPS was found across gender and nationality. Analyses of latent mean differences revealed that males outperformed females and German students outperformed Hungarian students. However, these results were caused by Hungarian females performing worse than all other groups. Further analyses of logfiles capturing process data of the interaction of participants with the task showed that Hungarian females less often used vary-one-thing-at-a-time strategy, which lead to considerably worse knowledge acquisition. Results imply that analyzing process data such as use of strategies is highly advisable to identify determinants of overall performance differences in CPS across groups of interest. [less ▲]

Complex Problem Solving in educational settings – something beyond g: Concept, assessment, measurement invariance, and construct validity

in Journal of Educational Psychology (2013), 105

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the ... [more ▼]

Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists. [less ▲]

Measurement invariance of Complex Problem Solving ability measured by MicroDYN

Scientific Conference (2012, April 24)