Background: Process data captured by computer-based assessments provide valuable insight into respondents' cognitive processes during problem-solving tasks. Although previous studies have utilized process data to analyse behavioural patterns or strategies in problem-solving tasks, the connection between latent cognitive states and their…

Background: The idea of computational thinking is underpinned by the belief that anyone can learn and use the underlying concepts of computer science to solve everyday problems. However, most studies on the topic have investigated the development of computational thinking through programming activities, which are cognitively demanding. There is a…

Background: Computational thinking (CT) has been broadly considered one of the 21st-century competencies, and an emerging trend has been seen in integrating CT into primary education. Cumulative research was conducted to investigate the influencing factors of CT learning performance, and an ample range of factors has been identified, involving…

The response process of problem-solving items contains rich information about respondents' behaviours and cognitive process in the digital tasks, while the information extraction is a big challenge. The aim of the study is to use a data-driven approach to explore the latent states and state transitions underlying problem-solving process to reflect…

Background: In example-based learning, examples are often combined with generative activities, such as comparative self-explanations of example cases. Comparisons induce heavy demands on working memory, especially in complex domains. Hence, only stronger learners may benefit from comparative self-explanations. While static text-based examples can…

When students are working collaboratively and communicating verbally in a technology-enhanced environment, the system cannot track what collaboration is happening outside of the technology, making it difficult to fully assess the collaboration of the students and adapt accordingly. In this article, we propose using gaze measures as a proxy for…

Background: Problem-solving is a multidimensional and dynamic process that requires and interlinks cognitive, metacognitive, and affective dimensions of learning. However, current approaches practiced in computing education research (CER) are not sufficient to capture information beyond the basic programming process data (i.e., IDE-log data).…

Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks…

A promising method to support game-based learning is to facilitate learners' externalization of cognitive and metacognitive processes. Externalizing Problem Representation (EPR) refers to a cognitive behaviour in which a learner constructs her own representations overtly. The purpose of this study is to investigate whether learning supports…

When students solve problems on the Internet, they have to find a balance between quickly scanning large sections of information in web pages and deeply processing those that are relevant for the task. We studied how high school students articulate scanning and deeper processing of information while answering questions using a Wikipedia document,…

This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this study. Five of the six categories were investigated,…

Describes the difference between mediation and "mediatisation." Suggests the need for a paradigm shift away from the computational model of knowledge as pure information processing and task-centered problem solving to a more contextualist, sociointeractional, constructivist, user-centered model of cognition. (Author/AEF)

Compares collaborative problem solving by learners sitting side-by-side with computer-mediated learning at a distance. Three aspects are studied: high school students' problem- solving strategies and interpretation of the teaching situation; their use of components of the situation; and the cognitive processes involved in understanding domain…

Reports on a pilot study that investigated the creative impact of information and communication technology (ICT) in a grade 6 class in England. Presents a model of creativity that includes problem solving, creative cognition, and social interaction; and discusses the creation of personal Web pages. (Author/LRW)

Discussion of the evaluation of courseware focuses on a study conducted to evaluate the Health and Fitness Assessment (HAFA) program, which was designed to elicit problem solving skills to assess health and fitness parameters and develop exercise prescriptions. Protocol analysis is described and the analysis of interpretive statements is…