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.

Details

Title
Direction of collaborative problem solving-based STEM learning by learning analytics approach
Author
Chen, Li 1   VIAFID ORCID Logo  ; Yoshimatsu, Nobuyuki 2 ; Goda, Yoshiko 3 ; Okubo, Fumiya 4 ; Taniguchi, Yuta 5 ; Oi, Misato 6 ; Shin’ichi Konomi 7 ; Shimada, Atsushi 3 ; Ogata, Hiroaki 8 ; Yamada, Masanori 7 

1  Gradute School of Human-Environment Studies, Kyushu University, Fukuoka, Japan 
2  Tomeikan Senior High School, Saga, Japan 
3  Research Center for Instructional Systems, Kumamoto University, Kumamoto, Japan 
4  Faculty of Business Administration, Takachiho University, Tokyo, Japan 
5  Faculty of Information Science and Electrical Engineering, Kyushu University, Fukuoka, Japan 
6  Innovation Center for Educational Resources, Kyushu University, Fukuoka, Japan 
7  Faculty of Arts and Sciences, Kyushu University, Fukuoka, Japan 
8  Academic Center for Computing and Media Studies, Kyoto University, Kyoto, Japan 
Pages
1-28
Publication year
2019
Publication date
Dec 2019
Publisher
Asia-Pacific Society for Computers in Education (APSCE)
ISSN
17932068
e-ISSN
17937078
Source type
Scholarly Journal
Language of publication
English
DOI
https://doi.org/10.1186/s41039-019-0119-y
ProQuest document ID
2328542139
Copyright
Research and Practice in Technology Enhanced Learning is a copyright of Springer, (2019). All Rights Reserved., © 2019. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.