The relationship between problem‐solving behaviour and performance – Analysing tool use and information retrieval in a computer‐based office simulation

Abstract

AbstractBackgroundProblem‐solving competences have evolved into key skills for professionals. Computer‐based business simulations enable the analysis of problem‐solving processes beyond end results. An important aspect of successful problem‐solving is to systematically use built‐in tools and process the provided information efficiently.ObjectivesThis investigation explores the relationship between students' tool use, information retrieval, and problem‐solving success in a computerized problem‐solving office simulation.MethodsAround 30,000 recorded behavioural log data points of 432 German vocational students were analysed.Results and ConclusionDistinct user groups are identified and cognitive problem‐solving competences are assessed to draw a link between behaviour and performance. An explorative cluster analysis based on student behaviour revealed four clusters. Significant results support the use of two cognitive tools that lead to success. One successful behaviour is using a notepad, a domain‐general and voluntary tool. Another successful problem‐solving behaviour is the use of a domain‐specific and solution‐relevant spreadsheet program. Note‐taking organizes information and mental processes while the spreadsheet leads to efficient computing. In line with other studies, students with higher problem‐solving competences tend to access tools and documents providing information more frequently.TakeawaysDomain‐general tool use differs from domain‐specific tool use over time. There are two different successful behaviour patterns in complex problem solving. Instructional and simulation designers should provide specific tools to support students as well as tackle problems.