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Title: Direction of collaborative problem solving-based STEM learning by learning analytics approach.
Authors: Chen, Li
Yoshimatsu, Nobuyuki
Goda, Yoshiko
Okubo, Fumiya
Taniguchi, Yuta
Oi, Misato
Konomi, Shin’ichi
Shimada, Atsushi
Ogata, Hiroaki  kyouindb  KAKEN_id  orcid (unconfirmed)
Yamada, Masanori
Author's alias: 緒方, 広明
Keywords: STEM education
Collaborative problem solving
Learning strategy
Learning behavior
Learning analytics
Issue Date: 2019
Publisher: Springer Nature
Journal title: Research and Practice in Technology Enhanced Learning
Volume: 14
Thesis number: 24
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.
Rights: © The Author(s). 2019
This article is distributed under the terms of the Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
DOI(Published Version): 10.1186/s41039-019-0119-y
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