Understanding students' performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files
作者：
Highlights：
• Complex Problem Solving (CPS) tasks require students to engage into in-depth interaction with the environment.
• We investigated how behavioral indicators captured in computer-generated log files related to CPS performance.
• The relation between time on task and CPS performance followed an inverted u-shape.
• Noninterfering observation was positively, high intervention frequency negatively related to CPS performance.
• Relations decreased in size but remained stable after controlling for a multistep exploration strategy (VOTAT).
摘要
•Complex Problem Solving (CPS) tasks require students to engage into in-depth interaction with the environment.•We investigated how behavioral indicators captured in computer-generated log files related to CPS performance.•The relation between time on task and CPS performance followed an inverted u-shape.•Noninterfering observation was positively, high intervention frequency negatively related to CPS performance.•Relations decreased in size but remained stable after controlling for a multistep exploration strategy (VOTAT).
论文关键词：Complex problem solving,Computer-based assessment,Nonlinear relations,Log file data,Time on task,VOTAT
论文评审过程：Received 24 August 2015, Revised 23 February 2016, Accepted 24 February 2016, Available online 9 March 2016, Version of Record 9 March 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.02.095
