Direction of collaborative problem solving-based STEM learning by learning analytics approach

Li Chen, Nobuyuki Yoshimatsu, Yoshiko Goda, Fumiya Okubo, Yuta Taniguchi, Misato Oi, Shin’ichi Konomi, Atsushi Shimada, Hiroaki Ogata, Masanori Yamada

Research output: Contribution to journalArticle

Abstract

The purpose of this study was to explore the factors that might affect learning performance and collaborative problem solving (CPS) awareness in science, technology, engineering, and mathematics (STEM) education. We collected and analyzed data on important factors in STEM education, including learning strategy and learning behaviors, and examined their interrelationships with learning performance and CPS awareness, respectively. Multiple data sources, including learning tests, questionnaire feedback, and learning logs, were collected and examined following a learning analytics approach. Significant positive correlations were found for the learning behavior of using markers with learning performance and CPS awareness in group discussion, while significant negative correlations were found for some factors of STEM learning strategy and learning behaviors in pre-learning with some factors of CPS awareness. The results imply the importance of an efficient approach to using learning strategies and functional tools in STEM education.

Original languageEnglish
Article number24
JournalResearch and Practice in Technology Enhanced Learning
Volume14
Issue number1
DOIs
Publication statusPublished - Dec 1 2019

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All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Education
  • Media Technology
  • Management of Technology and Innovation

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