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Title:
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IDENTIFYING PROBLEM-SOLVING PROFILES TO INFORM SCAFFOLDING IN DIGITAL PROBLEM-SOLVING ENVIRONMENTS |
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Author(s):
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Jorgen Ivar Sikk and Kairit Tammets |
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ISBN:
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978-989-8704-72-6 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2025 |
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Edition:
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Single |
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Keywords:
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Problem-Solving Skills, Technology-Enhanced Learning, Student Profiles, Digital Learning Resources |
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Type:
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Full Paper |
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First Page:
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275 |
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Last Page:
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282 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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This study investigates the development of students' problem-solving skills in technology-enhanced learning (TEL) environments, focusing on the interplay between domain knowledge, metacognitive strategies, and fading scaffolding. Through a design-based research approach, we engaged three eighth-grade classes (N=75) in a physics-based troubleshooting scenario delivered via an H5P-integrated digital platform, collecting performance data, metacognitive ratings, and process analytics. Cluster analysis of MAPS rubric scores revealed three distinct learner profilesExpert, Novice, and Strugglingwhich differed significantly across all problem-solving dimensions (p < .001). Experts demonstrated integrated knowledge and adaptive strategies, excelling in both domain-specific application and logical progression, while Novices showed scaffold dependency and Struggling students exhibited fragmented knowledge structures. Domain knowledge emerged as the strongest predictor of problem-solving success, especially for complex tasks, with knowledge gain playing a secondary role. Metacognitive planning and monitoring were most influential among Experts, explaining 43% of variance in their problem-solving skills, but were less predictive for Novices and Struggling students. Our findings demonstrate that combining process-oriented analytics with cognitive and metacognitive measures enables early identification of learner needs and supports the design of adaptive, technology-enhanced instructional systems that foster meaningful learning across diverse student profiles. |
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