Advancing the science of collaborative problem solving

in Psychological Science in the Public Interest (2018), 19

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

in Computers & 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 ▲]

EJPA Introduces Registered Reports as New Submission Format

in European Journal of Psychological Assessment (2018), 34(4), 217-219

Executive functions as moderators of the worked example effect on statistical reasoning. A replication study

Poster (2018)

How employees perceive organizational learning: construct validation of the 25-item short form of the strategic learning assessment map (SF-SLAM)

in Journal of Knowledge Management (2018), 22

The world beyond rating scales. Why we should think more carefully about the response format in questionnaires

in European Journal of Psychological Assessment (2018)

Making use of data for assessments. Harnessing analytics and data science

in Voogt, J.; Knezek, G.; Christensen, R. (Eds.) et al International handbook of IT in primary and secondary education (2018)

Diagnosing Tony Soprano, Norman Bates, Hercule Poirot, and Carol Beer through the DSM-5 AMPD

in European Journal of Psychological Assessment (2018), 34

Neues zu Prozessindikatoren. Von der Erklärung des Aufgabenerfolgs zum formative Assessment

Speeches/Talks (2017)

And finally some empirical data: Validating the assessment of Collaborative Problem Solving in PISA.

Presentation (2017, October)