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Juan Zheng; Shan Li; Tingting Wang; Susanne P. Lajoie – International Journal of Educational Technology in Higher Education, 2024
Emotions play a crucial role in the learning process, yet there is a scarcity of studies examining emotion dynamics in problem-solving with fine-grained data and advanced tools. This study addresses this gap by investigating the emotional trajectories during self-regulated learning (SRL) phases (i.e., forethought, performance, and self-reflection)…
Descriptors: Medical Students, Problem Solving, Intelligent Tutoring Systems, Nonverbal Communication
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Mesut Öztürk; Ismail Sarikaya; Kübra Ada Yildiz – International Journal of Science and Mathematics Education, 2024
This research was carried out to examine the serial mediation role of mathematics self-efficacy and metacognition for problem-solving in the effect of reading comprehension on problem-solving. The relational research model, one of the quantitative research designs, was used in the study. A total of 699 middle school students studying in official…
Descriptors: Foreign Countries, Middle School Students, Problem Solving, Public Schools
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Jiang, Ronghuan; Liu, Ru-de; Star, Jon; Zhen, Rui; Wang, Jia; Hong, Wei; Jiang, Shuyang; Sun, Yan; Fu, Xinchen – British Journal of Educational Psychology, 2021
Background: Too many students persevere in relying upon one (sometimes suboptimal) strategy for solving a wide range of problems, even when they know more efficient strategies. Although many studies have mentioned such phenomena, few studies have examined how emotional factors could affect this type of inflexible perseverance in strategy use.…
Descriptors: Mathematics Anxiety, Persistence, Problem Solving, Reflection
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Xie, Heping; Zhao, Tingting; Deng, Sue; Peng, Ji; Wang, Fuxing; Zhou, Zongkui – Journal of Computer Assisted Learning, 2021
Eye movement modelling examples (EMME) are computer-based videos displaying the visualized eye gaze behaviour of a domain expert person (model) while carefully executing the learning or problem-solving task. The role of EMME in promoting cognitive performance (i.e., final scores of learning outcome or problem solving) has been questioned due to…
Descriptors: Eye Movements, Attention, Cognitive Ability, Learning Processes
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Wang, Ting-Ying; Lin, Fou-Lai; Yang, Kai-Lin – ZDM: Mathematics Education, 2021
Students' negative affective performance in mathematics learning is a global problem, and the situation is especially challenging in high-achieving East Asian countries. Taiwan's Just Do Math (JDM) program was launched to resolve this problem and to serve as an example of successful scaling up with regard to implementation of innovation. We…
Descriptors: National Programs, Program Implementation, Program Effectiveness, Problem Solving
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Saadati, Farzaneh; Felmer, Patricio – ZDM: Mathematics Education, 2021
In this paper we report on the impact of a year-long teacher professional development (PD) workshop on student problem-solving skills. The PD workshop was held in Chile and promoted the use of collaborative problem-solving activities in the classroom, through monthly sessions during the school year. Participant teachers met with a monitor to solve…
Descriptors: Teacher Workshops, Professional Development, Program Effectiveness, Problem Solving
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Scheiter, Katharina; Ackerman, Rakefet; Hoogerheide, Vincent – Educational Psychology Review, 2020
A central factor in research guided by the Cognitive Load Theory (CLT) is the mental effort people invest in performing a task. Mental effort is commonly assessed by asking people to report their effort throughout performing, learning, or problem-solving tasks. Although this measurement is considered reliable and valid in CLT research,…
Descriptors: Metacognition, Difficulty Level, Problem Solving, Self Evaluation (Individuals)
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Khadom, Anees A. – Journal of Education and Learning (EduLearn), 2021
The present short paper is an attempt in the direction of understanding the learning problems of undergraduate students. Sample of chemical engineering students was selected to perform a simple exam test. The test was divided into four steps. Closed book - individual student, Closed book - cooperative students, Open book - cooperative students,…
Descriptors: Problem Solving, Undergraduate Students, Chemical Engineering, Engineering Education
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Young, Kaisa; Young, Chadwick; Marlow, Matthew; Cortez, Mallory; Borsetta, Alberto – Physics Teacher, 2021
Students in the physical sciences--physics and chemistry--often take multiple-choice exams for introductory courses. Some students will write a lot on their exams, while others write very little. Does the student doing more scratch work on their exam perform better than one who does not write as much? We analyzed multiple-choice exams in physics…
Descriptors: Multiple Choice Tests, Science Tests, Chemistry, Physics
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Nesrin Sahin; Juli K. Dixon; Robert C. Schoen – School Science and Mathematics, 2020
This observational study used data from 270 second-grade students to investigate the association between students' strategy use for multidigit addition and subtraction and their mathematics achievement. Based on strategies they used during a mathematics interview, students were classified into the following strategy groups: (a) standard algorithm,…
Descriptors: Mathematics Achievement, Standardized Tests, Performance Factors, Grade 2
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Harris, Danielle; Lowrie, Tom; Logan, Tracy; Hegarty, Mary – British Journal of Educational Psychology, 2021
Background: The role of gender in both spatial and mathematics performance has been extensively studied separately, with a male advantage often found in spatial tasks and mathematics from adolescence. Spatial reasoning is consistently linked to mathematics proficiency, yet despite this, little research has investigated the role of spatial…
Descriptors: Spatial Ability, Problem Solving, Mathematics Achievement, Number Concepts
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Sankaranarayanan, Rajagopal; Kwon, Kyungbin; Cho, Yonjoo – Journal of Interactive Learning Research, 2021
Although collaborative learning is becoming a widely popular instructional method, little research has been undertaken considering human cognitive structures and their influence on the design of collaborative learning tasks. Using cognitive load theory as a theoretical framework in this study, forty-five undergraduate students were assigned to…
Descriptors: Problem Solving, Cooperative Learning, Individual Instruction, Interaction
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Larmuseau, Charlotte; Cornelis, Jan; Lancieri, Luigi; Desmet, Piet; Depaepe, Fien – British Journal of Educational Technology, 2020
To have insight into cognitive load (CL) during online complex problem solving, this study aimed at measuring CL through physiological data. This study experimentally manipulated intrinsic and extraneous load of exercises in the domain of statistics, resulting in four conditions: high complex with hints, low complex with hints, high complex…
Descriptors: Learning Analytics, Problem Solving, Electronic Learning, Cognitive Processes
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Harris, Danielle; Logan, Tracy; Lowrie, Tom – Mathematics Education Research Journal, 2021
The relationship between mathematics and spatial reasoning is well established and extensively researched. Certain mathematics content could be deemed explicitly spatial, for example within geometry. However, the link to spatial reasoning extends into other areas of mathematics, such as representations of the number line and reading and…
Descriptors: Spatial Ability, Problem Solving, Mathematics Tests, Computer Assisted Testing
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Doan, Thanh-Nam; Sahebi, Shaghayegh – International Educational Data Mining Society, 2019
One of the essential problems, in educational data mining, is to predict students' performance on future learning materials, such as problems, assignments, and quizzes. Pioneer algorithms for predicting student performance mostly rely on two sources of information: students' past performance, and learning materials' domain knowledge model. The…
Descriptors: Data Analysis, Performance Factors, Prediction, Models
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