TY - JOUR
T1 - Direction of collaborative problem solving-based STEM learning by learning analytics approach
AU - Chen, Li
AU - Yoshimatsu, Nobuyuki
AU - Goda, Yoshiko
AU - Okubo, Fumiya
AU - Taniguchi, Yuta
AU - Oi, Misato
AU - Konomi, Shin’ichi
AU - Shimada, Atsushi
AU - Ogata, Hiroaki
AU - Yamada, Masanori
N1 - Funding Information:
Drs. Ogata and Yamada received research grants from JSPS for this research project. Drs. Goda, Okubo, Taniguchi, Oi, Konomi, Shimada, and Yamada received research grants from JSPS for other research project. Drs. Ogata and Shimada received research grants from Cross-Ministerial Strategic Innovation Promotion Program from Cabinet Office. Ms. Li Chen and Mr. Yoshimatsu do not have any conflict on this research.
Funding Information:
This study is funded by Japan Society for the Promotion of Science(JSPS) (Grant Number: JP16H06304, JP16H03080, JP19H01716), and Cross-Ministerial Strategic Innovation Promotion Program from Cabinet Office.
Funding Information:
This study is funded by Japan Society for the Promotion of Science(JSPS) (Grant Number: JP16H06304, JP16H03080, JP19H01716), and Cross-Ministerial Strategic Innovation Promotion Program from Cabinet Office.
Publisher Copyright:
© 2019, The Author(s).
PY - 2019/12/1
Y1 - 2019/12/1
N2 - 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.
AB - 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.
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U2 - 10.1186/s41039-019-0119-y
DO - 10.1186/s41039-019-0119-y
M3 - Article
AN - SCOPUS:85076926956
SN - 1793-7078
VL - 14
JO - Research and Practice in Technology Enhanced Learning
JF - Research and Practice in Technology Enhanced Learning
IS - 1
M1 - 24
ER -