Technology-Enhanced Learning: An Optimal CPS Learning Application

Yu-Hung Chien

doi:10.3390/su11164415

Abstract

Collaborative problem-solving (CPS) is highly valued in the sustainability of learning to foster the key soft power of talent for the future. In this study, a CPS learning application was built to train and assess individuals with the aim of increasing CPS skills. For effective learning to take place, several issues need to be carefully considered, and these were investigated while testing the proposed application. This study examined the impact of collaborative interactions (CIs) (human–computer agent (HCA) and human–human (HH) interactions) on the CPS performance of students. Gender and learning styles, which may have interaction effects with CIs on CPS performance, were also explored. The results show that the students’ CPS performance in HCA was significantly greater than that in HH. The interaction effect between gender and CI was not significant. The impact of learning style on CPS performance in HH was not significant. In contrast, in HCA, students with verbal, global, and reflective learning styles performed significantly better on CPS tasks than did students with visual, sequential, and active learning styles. Finally, we discussed the optimal ways to teach CPS and the practical effects of a CPS learning application.

Highlights

Important changes have been made in the way problems are dealt with
The professional skills that are needed for a sustainable future have changed [4], and countries have paid a significant amount of attention to training young people in collaborative problem-solving (CPS) skills with new technologies in order to improve their ability to solve daily work and life problems [7]
This study investigated the differences in CPS skills of students using two different collaborative interactions (CIs): HH and human–computer agent (HCA)

Summary

Introduction

Important changes have been made in the way problems are dealt with. Cooperative relationships are established by different social groups in order to handle various issues over time. Collaborative and problem-oriented approaches may be essential to the implementation of sustainable development and education [1]. In daily work and life, people must engage in CPS [5,6]. CPS has the ability to solve various complex and insufficient information problems on a non-routine basis [7]. Economic situations, and social structures change, complicated problems can arise. People have to deal with such complex interdisciplinary problems in their daily lives and work and may not have the necessary information to solve them [8]. Problems would not be solved only by reasoning or memory in these situations. People have to work together and use different information collection strategies to tackle problems. An individual has to be supported by others to be able to complete sophisticated tasks [3]

Objectives

Methods

Results

Conclusion