Exploring behavioural patterns during complex problem-solving |
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| Authors: | Beate Eichmann Samuel Greiff Johannes Naumann Liene Brandhuber Frank Goldhammer |
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| Affiliation: | 1. Centre for International Student Assessment (ZIB), Educational Quality and Evaluation, DIPF Leibniz Institute for Research and Information in Education, Frankfurt am Main, Germany;2. Cognitive Science and Assessment, Department of Behavioral and Cognitive Sciences, University of Luxembourg, Esch-sur-Alzette, Luxembourg;3. School of Education, Institute of Educational Research, University of Wuppertal, Wuppertal, Germany;4. Institut für Allgemeine Erziehungswissenschaften, Goethe University Frankfurt, Frankfurt am Main, Germany |
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| Abstract: | 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. |
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| Keywords: | complex problem-solving exploration log data PISA sequence analysis |
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