Logfile Analyses of Successful and Unsuccessful Strategy Use in Complex Problem-Solving: A Cross-National Comparison Study

Autor/inn/en	Wu, Hao; Molnár, Gyöngyvér
Titel	Logfile Analyses of Successful and Unsuccessful Strategy Use in Complex Problem-Solving: A Cross-National Comparison Study
Quelle	In: European Journal of Psychology of Education, 36 (2021) 4, S.1009-1032 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Hao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00516-y
Schlagwörter	Cross Cultural Studies; Problem Solving; Computer Simulation; Teaching Methods; Learning Analytics; Computer Software; Integrated Learning Systems; Learning Processes; Learning Strategies; Foreign Countries; China; Hungary + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Problemlösen; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Ungarn
Abstract	The purpose of this study is to examine cross-national differences in students' exploration strategies in a computer-simulated CPS (complex problem-solving) environment and to identify similarities and qualitative differences in the way Hungarian and Chinese students explore a CPS environment. In a sample of 187 Chinese and 835 Hungarian students (aged 12), we administered problem-solving items via the eDia platform within the MicroDYN approach. After structuring and coding the logfile data, latent class analyses were used to identify students whose problem-solving strategies showed similar patterns. Results indicated that Chinese students employed the most effective and successful exploration strategy, the VOTAT (vary-one-thing-at-a-time) strategy, more frequently and effectively than Hungarian students and that they showed a significantly higher learning effect during testing than their Hungarian peers. These results highlight the possibilities and importance of explicit enhancement of exploration strategies as a tool for learning in a new technological context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01