Identifying Students' Persistence Profiles in Problem Solving Task

Dumdumaya, Cristina E.; Banawan, Michelle P; Rodrigo, Ma. Mercedes T.

doi:10.1145/3213586.3225237

Cited by 4 publications

(4 citation statements)

References 16 publications

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“…In this study, we take a microlevel approach in which we examine persistence in instances throughout the learning process. A similar approach has been recently reported (Dumdumaya et al., 2018; Fang et al., 2017). We do so in the context of a CT learning platform.…”

Section: Discussionmentioning

confidence: 62%

Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking

Israel‐Fishelson

Hershkovitz

2019

Journal of Educational Computing Research

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Persistence has proven to be a great challenge in online learning environments. Gaming and interactivity have been suggested as essential features in reducing dropout and increasing persistence in online learning. Yet in interactive game-based learning environments, persistence in moving forward in the game may come at the expense of investing in each of the game’s levels. That is, the motivation to complete the game may have a deleterious effect on learning at specific levels and hence on learning from the game in general. Therefore, we have chosen to focus on microlevel persistence (i.e., persistence during each component of the learning process). We study microlevel persistence in the context of acquiring computational thinking—the thought process of solving problems through abstraction—which is a key component of the new literacies needed for tomorrow’s citizens. In this study, we analyze data collected from an online, game-based learning environment (CodeMonkey™). The data document the activity of first to sixth graders ( N = 2,040). Overall, we find that persistence is positively associated with difficulty and that the most determined learners were highly persistent across topics in achieving the best solution.

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Section: Discussionmentioning

confidence: 62%

Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking

Israel‐Fishelson

Hershkovitz

2019

Journal of Educational Computing Research

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“…From an educator perspective, teachers should encourage their learners to interact more often with the material. Moreover, DiCerbo (2014, S. 18) and Dumdumaya et al (2018) argue that the total time spent on task‐relevant events or ‘time spent for a solved problem’ are indicators of student persistence, which might also have positive effects on problem solving. Our study's results confirm this hypothesis as the two top performing clusters showed higher time consumption on the problem than weaker problem solvers.…”

Section: Discussionmentioning

confidence: 99%

“…However, students with the lowest frequency spent the most time in the first half. Other researchers, like Dumdumaya et al (2018, p. 283), investigated persistence during the problem‐solving process based on clustering. The analysis of inferred process indicators like time on task (‘Time on Tutored Problems’), ‘Time on Resources’ and frequency of hint requests identified two clusters: ‘more persistent students’ and ‘less persistent students’.…”

Section: Log Data Analysis Of Problem‐solving Behaviour In Computer‐b...mentioning

confidence: 99%

The relationship between problem‐solving behaviour and performance – Analysing tool use and information retrieval in a computer‐based office simulation

Ludwig

Rausch

2022

Computer Assisted Learning

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Background: Problem-solving competences have evolved into key skills for professionals. Computer-based business simulations enable the analysis of problemsolving processes beyond end results. An important aspect of successful problemsolving is to systematically use built-in tools and process the provided information efficiently.Objectives: This investigation explores the relationship between students' tool use, information retrieval, and problem-solving success in a computerized problem-solving office simulation.

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“…Rather than referring to persistence on the macro‐level, as commonly done, we explored micro‐persistence, which reflects the behaviour of keeping students engaged with individual learning tasks. This level of persistence has only been studied on a limited scale (Dumdumaya et al, 2018; Fang et al, 2017). Analysing persistence at that level enabled us to identify the nuanced associations between students' micro‐persistence and task difficulty and unveil unique patterns.…”

Section: Discussionmentioning

confidence: 99%

Micro‐persistence and difficulty in a game‐based learning environment for computational thinking acquisition

Israel‐Fishelson

Hershkovitz

2021

Computer Assisted Learning

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Persistence has been identified as a crucial quality of learning. However, it is hard to attain in online game‐based environments as the drive to progress in the game may influence the ability to achieve the learning goals. This study aimed to examine the associations between micro‐persistence, that is, the tendency to complete an individual task successfully, and task difficulty while acquiring computational thinking (CT). We further explored whether contextual or personal attributes better explain micro‐persistence. We analysed data of 111 school students who used the CodeMonkey platform. We took a learning analytics approach for analysing the platform's log files. We found that micro‐persistence is associated with task difficulty and that students who demonstrated an aptitude to learn new material are motivated to achieve the best solution. We also found that contextual variables better‐explained micro‐persistence than personal attributes. Encouraging micro‐persistence can improve CT acquisition and the learning processes involved.

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Identifying Students' Persistence Profiles in Problem Solving Task

Cited by 4 publications

References 16 publications

Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking

Persistence in a Game-Based Learning Environment: The Case of Elementary School Students Learning Computational Thinking

The relationship between problem‐solving behaviour and performance – Analysing tool use and information retrieval in a computer‐based office simulation

Micro‐persistence and difficulty in a game‐based learning environment for computational thinking acquisition

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