Comparing effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving: A process modelling approach

IF 5.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Computer Assisted Learning Pub Date : 2024-08-08 DOI:10.1111/jcal.13050
Yanyan Sun, Chengjun Feng, Di Peng, Bian Wu
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Abstract

Both learning and problem solving are major goals of complex problem solving in engineering education. The order of knowledge construction and problem solving in learning through problem solving, however, has not been explained in current literature.To understand their relationships, this study compared the effects of different goal type orders on collaborative simulation‐based inquiry in engineering problem solving.In the study, 24 engineering undergraduate students worked in pairs to solve a wind tunnel problem using a computer simulation application. Process mining and epistemic network analysis were used to model the inquiry process and identify inquiry patterns based on the log data and discussion discourse.The results showed the goal type of first assigned subtask influenced the inquiry strategies of medium‐performance learners most. In addition, the goal type of first assigned subtask had influence on learners' inquiry process. The learners assigned with a problem‐solving goal subtask first (Problem solving goal‐Learning goal condition) had more simulation trials and centered their inquiry discourse around clarification while the learners assigned with a learning goal subtask first (Learning goal‐Problem solving goal condition) connected reflection with other inquiry phases more often. The findings of this study suggested assigning a learning goal subtask first in simulated‐based complex engineering problem solving could be used as an idea‐centered scaffolding, especially for medium‐performance learners. However, low‐performance learners would experience a “situate knowledge paradox” and needs extra guidance. It is important to monitor the knowledge construction process in complex problem solving, even when seeking a solution is the major task.
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比较不同目标类型顺序对工程问题解决中基于协作模拟探究的影响:过程建模方法
学习和解决问题是工程教育中复杂问题解决的主要目标。为了了解它们之间的关系,本研究比较了不同目标类型顺序对工程问题解决中基于模拟的协作探究的影响。在本研究中,24 名工程学本科生结成对子,使用计算机模拟应用程序解决风洞问题。研究使用了过程挖掘和认识网络分析来模拟探究过程,并根据日志数据和讨论话语识别探究模式。此外,首次分配的子任务的目标类型对学习者的探究过程也有影响。先分配问题解决目标子任务(问题解决目标-学习目标条件)的学习者有更多的模拟试验,他们的探究话语以澄清为中心,而先分配学习目标子任务(学习目标-问题解决目标条件)的学习者则更多地将反思与其他探究阶段联系起来。本研究的结果表明,在模拟复杂工程问题解决的过程中,首先分配学习目标子任务可以作为一种以想法为中心的支架,尤其是对中等成绩的学习者而言。然而,学习成绩差的学习者会出现 "情景知识悖论",需要额外的指导。在复杂问题解决过程中,即使寻求解决方案是主要任务,对知识建构过程进行监控也很重要。
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来源期刊
Journal of Computer Assisted Learning
Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
9.70
自引率
6.00%
发文量
116
期刊介绍: The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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