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Evolving the 4C/ID model through learning analytics approaches: Teaching and learning system design framework for supporting learners' complex problem-solving 25

Evolving the 4C/ID model through learning analytics approach...

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15th International Conference on Learning Analytics and Knowledge

作者： Mun, Soyeon Jo, Il-Hyun Ewha Womans Univ Seoul South Korea

ISBN: (纸本)9798400707018

In recent years, there has been a surge in studies focusing on learning analytics (LA) aimed to collecting and analyzing learning trace data from various digital learning platforms. However, there is a need for these platforms to be designed from the ground up by LA experts, ensuring that data collection and analysis procedures align with the objectives and activities of teaching and learning as informed by established instructional theories. As a result, we developed a novel framework that integrates the 4C/ID model with LA approaches to enhance learners' complex problem-solving abilities within online and blended learning environments. In developing this framework, we focused on the four core components of the original 4C/ID model along with the P-A-S cycle to determine optimal timing and methods for data collection and analysis. Our aim is to propose a framework that not only revisits and reinterprets the 4C/ID model but also fosters the development of a LA system embedded within digital learning platforms and closely tied to educational goals and learning activities. The findings of this study can serve as a valuable resource for designing and constructing adaptive teaching and learning systems, ultimately supporting learners in effectively cultivating their problem-solving skills.

关键词： 4C/ID model Learning analytics complex problem-solving Adaptive learning system design Data-informed decision-making

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Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solving

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INTELLIGENCE 2025年 109卷

作者： Csanyi, Robert Molnar, Gyongyver Univ Szeged Doctoral Sch Educ Petofi Sgt 32-34 H-6722 Szeged Hungary Univ Szeged Inst Educ MTA SZTE Digital Learning Technol Res Grp Szeged Hungary

The aim of this study was to investigate the role of test-taking effort in knowledge acquisition via problem exploration behaviour used in complex problem-solving (CPS) environments. The sample consisted of undergraduate students just starting their university studies (n = 1748). MicroDYN-based tasks with different levels of complexity were administered via the eDia online platform. Students' exploration behaviour was coded based on the VOTAT (vary-one-thing-at-a-time) strategy, and latent class analysis was used to identify students' behavioural and learning profiles. We identified four profiles: rapid learners, non-performers, proficient explorers and ineffective learners. Students' test-taking effort was measured based on the time they spent on the tasks. Results suggest a strong relation between VOTAT strategy use and test-taking effort. Rapid learners and proficient explorers displayed the greatest test-taking effort, followed by ineffective learners and non-performers. The results provide a new interpretation of previous analyses of the knowledge acquisition phase in CPS.

关键词： complex problem-solving Test-taking effort Exploration profiles Knowledge acquisition Latent profile analysis Process data

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Does ICT matter for complex problem-solving competency? A multilevel analysis of 33 countries and economies

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THINKING SKILLS AND CREATIVITY 2025年 57卷

作者： Chen, Fu Liu, Yichi Gao, Yizhu Cui, Ying Wang, Qin Lu, Chang Univ Macau Fac Educ Taipa Macau Peoples R China Univ Macau Inst Collaborat Innovat Taipa Macau Peoples R China Univ Georgia Dept Math Sci & Social Studies Athens GA USA Univ Alberta Ctr Res Appl Measurement CRAME Edmonton AB Canada Shaanxi Normal Univ Fac Educ Xian Shaanxi Peoples R China Shanghai Jiao Tong Univ Sch Educ 800 Dongchuan Rd Shanghai 200240 Peoples R China

Despite a substantial body of research examining the relationships between ICT-related factors and student academic performance, there exists a notable gap in the literature regarding how students' ICT use is associated with their complex problem-solving competency. This study aims to address this gap by exploring the connections between complex problem-solving competency and various ICT-related factors both in the home and school contexts. To unravel these relationships, this study employed a three-level multilevel modeling (MLM) analysis to analyze a large-scale dataset gathered from 33 countries and economies participating in the Program for International Student Assessment (PISA) in 2012. The final sample for data analysis included 194,701 14-year-old students from 900 schools. The results of the MLM analysis demonstrated that students who exhibited a greater openness for problem-solving were more likely to be complex problem-solving competent. However, the ICT availability at school and home and the ICT use intensity at school were negatively related to students' complex problem-solving performance. Overall, in comparison with the factors within the student/home context, school ICTrelated factors are less strongly associated with student complex problem-solving competency. Possible explanations for and implications of the findings were discussed.

关键词： complex problem-solving Information and communications technology Large-scale assessment Multilevel modeling

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Reasoning skills or creativity: Which is more important in complex problem-solving?

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Thinking Skills and Creativity 2025年 57卷

作者： Gyöngyvér Molnár Attila Pásztor Institute of Education MTA–SZTE Digital Learning Technologies Research Group University of Szeged Szeged Hungary

This paper focuses on reasoning skills and creativity and evaluates their changing role in the development of complex problem-solving (CPS). Specifically, the aims of the analysis are twofold: first, to monitor the differences in developmental levels of inductive reasoning (IR), combinatorial reasoning (CR), creativity and problem-solving between Grades 5 and 11 to identify periods in which major development takes place; second, to examine the predictive power of IR, CR and creativity for CPS to describe their influential role in the development of problem-solving in general and as they change over time. The sample was drawn from fifth- to eleventh-grade students (aged 10–17) ( N = 9983). The reliability of the online tests proved to be high (EAP/PV reliability=0.884–0.952). The development of IR, CR, creativity and CPS was demonstrably slow and non-linear. The most rapid development happened in Grades 6 to 8. IR, CR and creativity each played a significant role in predicting the level of CPS individually. Their predictive power dropped significantly in the overarching model, thus explaining 71% of the variance of CPS, and changed significantly in the different developmental phases of CPS. The developmental level of reasoning skills strongly explained and influenced the success of CPS, especially between Grades 5 and 8, while the role of creativity dropped greatly after Grade 5. These results confirm and highlight the importance of the explicit development of reasoning skills at the school level, particularly in Grades 6 to 8, which may result – as a transfer effect – in the development of problem-solving skills.

关键词： complex problem-solving Reasoning skills Creativity Assessment Development Component skills

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What you train is what you get? Task requirements and training methods in complex problem-solving

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COMPUTERS IN HUMAN BEHAVIOR 2008年第2期24卷 284-308页

作者： Kluge, Annette Univ St Gallen Res Inst Org Psychol CH-9000 St Gallen Switzerland

The study measured the effect of tested training methods (direct instruction, guided exploration, and a combination of both) on the performance of 497 participants on qualitative and quantitative knowledge tests and control performance task under three complex problem (CP) conditions (easy, medium, difficult). All three methods proved equally suited to meeting the requirements of reproducing qualitative knowledge. For acquisition of quantitative knowledge, the direct-instruction method outperformed a method requiring participants themselves to infer solutions. The greater a CP's intrinsic load due to parallel effects, the more effective direct instruction was at increasing control performance. The guided-exploration group and the combined-method group scored mixed results. The more difficult the CP, the more overall control performance deteriorated regardless of the training method. (c) 2007 Elsevier Ltd. All rights reserved.

关键词： complex problem-solving training methods training-needs analysis cognitive-task analysis structure diagram guided exploration problem difficulty

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Development of an Instrument to Analyse Gameplay Features Promoting complex problem-solving Conditions 15

Development of an Instrument to Analyse Gameplay Features Pr...

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15th European Conference on Game Based Learning (ECGBL)

作者： Gyaurov, Dimitar Fabricatore, Carlo Bottino, Andrea Politecn Torino Turin Italy EHE Europa Hsch EurAka Therwil Switzerland

ISBN: (纸本)9781914587139

Developing complex problem-solving skills and attitudes to survive and thrive in our uncertain and unpredictable world requires engaging in meaningful activities within appropriately designed learning environments. Even though serious games have the potential to satisfy these needs, there is a specific demand for additional research tools that offer a better and functional understanding of the relationships between gameplay features and desired impacts on players. Therefore, in this article we present the development and preliminary validation process of a theory-based analysis instrument of game elements, gameplay features, and their functions suitable to promote complex problem-solving conditions (GEFF-CPSC). The instrument integrates concepts from the theory of intention regulation for complex problem-solving and the theory-based complex problem-solving game based-learning model. The GEFF-CPSC instrument was created to analyse how core game elements promote core gameplay features and how core gameplay features promote each of the four complex problemsolving conditions for effective intention regulation processes: (i) acceptance of self-incompetence;(ii) prioritisation of important problems;(Hi) routinisation of actions;and (iv) recollection of correct mental representations. The three stages for the design and preliminary validation of the analysis instrument were item creation, scale development, and instrument testing. The objectives of the stages were to ensure content validity, construct validity, and instrument reliability, based on preliminary item assessment, scale evaluation, and instrument pre-test performed by expert reviewers. The theoretical background, the development process, and the results from the preliminary validation suggest that the GEFF-CPSC instrument can be a significant contribution towards the comprehensive analysis of the relationships between core game elements and core gameplay features suitable to promote core complex problem-solving

关键词： serious games complex problem-solving game-based learning game analysis instrument gameplay features

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The Incremental Contribution of complex problem-solving Skills to the Prediction of Job Level, Job complexity, and Salary

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JOURNAL OF BUSINESS AND PSYCHOLOGY 2019年第6期34卷 825-845页

作者： Mainert, Jakob Niepel, Christoph Murphy, Kevin R. Greiff, Samuel Univ Luxembourg Inst Cognit Sci & Assessment Esch Sur Alzette Luxembourg Univ Limerick Limerick Ireland

As work life becomes increasingly complex, higher order thinking skills, such as complex problem-solving skills (CPS), are becoming critical for occupational success. It has been shown that individuals gravitate toward jobs and occupations that are commensurate with their level of general mental ability (GMA). On the basis of the theory of occupational gravitation, CPS theory, and previous empirical findings on the role of CPS in educational contexts, we examined whether CPS would make an incremental contribution to occupational success after controlling for GMA and education. Administering computerized tests and self-reports in a multinational sample of 671 employees and analyzing the data with structural equation modeling, we found that CPS incrementally explained 7% and 3% of the variance in job complexity and salary, respectively, beyond both GMA and education. We found that CPS offered no incremental increase in predicting job level. CPS appears to be linked to job complexity and salary in a range of occupations, and this link cannot be explained as an artifact of GMA and education. Thus, CPS incrementally predicts success, potentially contributes to the theory of job gravitation, and adds to the understanding of complex cognition in the workplace.

关键词： complex problem-solving General mental ability Occupational gravitation Job complexity

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An Empirical Study of Underlying Cognitive Factors in complex problem-solving Collaboration 19

An Empirical Study of Underlying Cognitive Factors in Comple...

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19th IEEE International Conference on Cognitive Informatics and Cognitive Computing (ICCI*CC)

作者： Chen, Yingting Kanno, Taro Furuta, Kazuo Univ Tokyo Dept Syst Innovat Sch Engn Tokyo Japan Univ Tokyo Resilience Engn Ctr Sch Engn Tokyo Japan

ISBN: (纸本)9781728195940

The efficiency of complex problem-solving (CPS) in groups determines the productivity of a society. Current CPS methods are not satisfactory owing to their ineffectiveness and high resource requirements. This research aims to formulate cognition-oriented guidelines for conducting productive CPS discussions. A method for evaluating personal relevancy and perspective toward problem complexity was developed in our previous work to explore the underlying cognitive processes in CPS discussions. This paper presents the updated results, demonstrating that the ability to thoroughly interpret the problem at the beginning of a CPS discussion determines the quality of the discussion.

关键词： complex problem-solving episodic memory semantic memory problem representation problem interpretation teamwork

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Logfile analyses of successful and unsuccessful strategy use in complex problem-solving: a cross-national comparison study

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EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2021年第4期36卷 1009-1032页

作者： Wu, Hao Molnar, Gyongyver Univ Szeged Res Grp Learning & Instruct Petofi Sandor Sgt 30-34 H-6722 Szeged Hungary Univ Szeged MTA SZTE Res Grp Dev Competencies Dept Instruct & Learning Szeged Hungary

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.

关键词： Cross-cultural research Computer-based assessment complex problem-solving Process data

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Verification of Cognitive Load Theory with Psychophysiological Measures in complex problem-solving

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ASIA-PACIFIC EDUCATION RESEARCHER 2020年第5期29卷 417-429页

作者： Jo, Il-Hyun Kim, Jeonghyun Ewha Womans Univ Dept Educ Technol 52 Ewhayeodae Gil Seoul South Korea Ewha Womans Univ Edutech Convergence Lab 52 Ewhayeodae Gil Seoul South Korea

Psychophysiological responses have been studied as objective indicators for measuring a learner's cognitive load. Previous studies have correlated pupil dilation or fixation length with increased cognitive load. Our aims were to confirm whether these findings could be applied in a general learning context and to verify the additivity hypothesis of cognitive load theory based on psychophysiological responses. Three responses (i.e., mean pupil diameter, area under the pupil response curve, and sum of fixation duration) were recorded while 94 participants completed a computer-based test. Participants were randomly assigned to low (n = 46) or high (n = 48) extraneous cognitive load conditions. Because the given test, which consisted of a low and a high task complexity problem, was the same for all participants, the difference in intrinsic cognitive load was compared as a within-subjects factor. Each psychophysiological indicator was calculated and compared under different intrinsic and extraneous cognitive load conditions. The results showed that psychophysiological responses significantly distinguished the differences in intrinsic and extraneous cognitive loads. In addition, the sum of the different types of cognitive loads corresponded to the total cognitive load. Based on the results, further studies are suggested to apply psychophysiological responses as the standard of judgment for different levels of cognitive load.

关键词： Cognitive load Psychophysiological measures complex problem-solving

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