Reference : Lost in transition – Learning analytics on the transfer from knowledge acquisition to...

	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	Focus Areas :	Educational Sciences
	To cite this reference:	http://hdl.handle.net/10993/46238

Title :	Lost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving
Language :	English
Author, co-author :	Nicolay, Björn Fabrice [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Krieger, Florian [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
	Stadler, Matthias [Ludwig-Maximilians-Universität München - LMU > Faculty of Psychology and Pedagogy]
	Gobert, Janice [Rutgers University (New Jersey) - RU > Graduate School of Education]
	Greiff, Samuel [University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) >]
Publication date :	Feb-2021
Journal title :	Computers in Human Behavior
Publisher :	Elsevier
Volume :	115
Special issue title :	Towards Strengthening Links between Learning Analytics and Assessment: Challenges and Potentials of a Promising New Bond
Peer reviewed :	Yes (verified by ORBilu)
Audience :	International
ISSN :	0747-5632
e-ISSN :	1873-7692
City :	New-York
Country :	NY
Keywords :	[en] Complex problem solving ; Learning analytics ; Assessment ; Knowledge acquisition ; Knowledge application ; Mental models
Abstract :	[en] Since Complex Problem Solving (CPS) skills represent a key competence for educational success, they are of great relevance for learning analytics. More specifically, CPS serves as a pertinent showcase for addressing a crucial existing gap contemporary education is facing, the gap between students' ability to acquire and subsequently apply knowledge in uncertain situations, which are increasingly important in the 21st century. While the CPS process incorporates both the acquisition and application of knowledge, many earlier studies have focused on identifying the factors relevant for success in knowledge acquisition. Given the dearth of existing research on factors influencing a successful transition between both CPS phases, we investigated the rates of successful and unsuccessful knowledge transition over the course of nine CPS items in a sample of N = 1151 students in 9th grade. Results showed that many participants were unable to transition their knowledge from the acquisition to the application phase, which was presumably due to an inefficient mental model transfer. Furthermore, the likelihood of students being ‘lost in transition’ was higher in more complex items. Implications are discussed in light of learning analytics, and particularly with regard to the factors to be taken into account by future CPS training programs.
Funders :	Fonds National de la Recherche - FnR
Target :	Researchers ; Professionals ; Students ; General public
Permalink :	http://hdl.handle.net/10993/46238
DOI :	10.1016/j.chb.2020.106594
Other URL :	https://www.sciencedirect.com/science/article/abs/pii/S0747563220303411?via%3Dihub#aep-article-footnote-id5
FnR project :	FnR ; FNR11331736 > Samuel Greiff > TRIOPS > The Training Of Complex Problem Solving > 01/05/2017 > 30/04/2020 > 2016

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	Fulltext file(s): File Commentary Version Size Access Open access Nicolay,Krieger,Stadler,Gobert,&Greiff2020_Lost_in_Transition_Preprint.pdf Author preprint 930.55 kB View/Open

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