The impact of ICT use on students' collaborative problem solving: an empirical study based on PISA 2015

Abstract

Based on PISA 2015 data from four provinces and cities in China, this study uses a multilevel model to analyze the impact of students ’use of ICT on collaborative problem-solving competency and discusses the possible reasons behind this impact. The results found that: student background variables have a significant predictive effect on students' CPS scores, including gender, mathematics and science achievements, and collaboration dispositions. Girls, students with excellent mathematics and science achievements, and students with positive collaboration dispositions are more likely to demonstrate achievement in CPS. When controlling the background variables of the students and the school ESCS level as constant, ICT-related variables have a significant predictive effect on the students' CPS scores. Specifically, ICT available at home has a significant positive predictive effect on students' CPS scores; use of ICT at school has a great significant negative predictive effect on students' CPS scores; ICT use outside of school for leisure activities has a great positive predictive effect on students' CPS achievements; ICT sociality and ICT competence have a great significant negative predictive effect on students 'CPS scores; ICT interest has a significant positive predictive effect on students' CPS scores.