Problem-solving Experience Research Articles

Call rating based on objective data extraction

Interaction channels are special opportunities to improve customer satisfaction by offering a consistent problem-solving experience. Contact center employees are the link between the company and the customer. They are responsible for maintaining an appropriate relationship between the company and the customer. So, they are personally responsible for the customer experience. In this paper, we present an objective evaluation method for evaluating customer-agent interaction, i.e., evaluating the effectiveness of the realization of customer requests from calls. The evaluation method is automatic and does not depend on the relationship between the call center manager and the employees. The motivation for evaluating calls stems from the key performance characteristics of a contact center, of which we particularly emphasize service time, first call resolution, handling time, and others.

Case-Based Experiential/Immersive Learning for Business Problem-Solving: A Plan in Progress

Aim/Purpose. Business schools need to design, develop and deliver courses that are relevant to business problem-solving. Current pedagogies do not often provide the insight – or experience – necessary to close the gap between theory and practice. Background. The paper describes an initiative to design, develop and deliver courses in business-technology problem-solving that thoroughly immerses students in the actual world of business. Methodology. The methodology included case-based analysis where actual cases where selected to model problem-solving scenarios. Contribution. Several courses are developed that immerse students into actual problem-solving experiences. Findings The courses will be delivered to business students to assess the impact of immersive/experiential learning. Recommendations for Practitioners. Additional courses should be informed by actual cases; the commitment to relevance should be expanded. Recommendations for Researchers. Ongoing research to measure the impact of immersive/experiential learning is recommended. Impact on Society. Business schools should rethink the content of their courses and the pedagogies that have dominated business schools for many decades. Future Research. Additional research will include more courses and additional immersive/experiential pedagogies.

Looking back on Pólya’s teaching of problem solving

This article is a personal reflection on Pólya's work on problem solving, supported by a re-reading of some of his books and viewing his film Let Us Teach Guessing. Pólya's work has had lasting impact on the goals of school mathematics, especially in establishing solving problems (including non-routine problems) as a major goal and in establishing the elements of how to teach for problem solving. His work demonstrated the importance of choosing rich problems for students to explore, equipping them with some heuristic strategies and metacognitive awareness of the problem solving process, and promoting 'looking back' as a way of learning from the problem solving experience. The ideas are all still influential. What has changed most is the nature of classrooms, with the subsequent appreciation of a supporting yet challenging classroom where students work collaboratively and play an active role in classroom discussion.
 Subject Classification: 97D50, 97A30

Exploring students’ learning support use in digital game-based math learning: A mixed-methods approach using machine learning and multi-cases study

Digital game-based math learning environments (math DGBLE) are promising platforms that provide students with opportunities to master conceptual understanding and cultivate mathematical thinking, on which the contemporary mathematics education places an emphasis. Literature on learning support in digital game-based learning (DGBL) rarely investigate learners' support-use behaviors and interaction patterns in relation to math learning. We addressed this research gap in this exploratory mixed-methods study. We designed and developed a packet of learning supports (i.e., Task Planner and Math Story) in a math DGBLE. Task Planner is designed to assist learners' systematic and planned efforts for math problem solving whereas Math Story features historical stories and real-life applications of math concepts. With the data collected via mixed-methods approach, we extracted six clusters of learning-support-use behaviors via unsupervised machine learning technique (i.e., Gaussian Mixture Model), including 1) skills development and application of mathematical problem decomposition, 2) conceptual knowledge development, 3) metacognitive mathematical connections, 4) metacognitive regulation, 5) information selection using cognitive aids, and 6) sustained motivation for necessary aversive practices. Qualitative multi-cases study revealed nuanced details regarding learners’ interactions with the learning supports in DGBLE. Results showed that the designed in-game learning supports facilitated individual meaningful and mindful math problem-solving experiences. The findings suggested that a mixed-methods research design integrating machine learning with multi-cases study could act as a tool for learner behavior and interaction pattern research that informs the design of adaptive and effective DGBL.

Upgrading the Problem-Solving Experiences of the Primary Students Using an Online Singapore Mathematics Platform

This convergent parallel mixed-methods study examined the effectiveness of a self-directed online platform that promotes the use of the Singapore model method in solving mathematics problems among primary students in a private school in the Philippines. There were 275 students and 4 mathematics teachers that were involved in the study using stratified sampling method. Mathematics achievement test, survey, and interviews were utilized in gathering data. Findings show significant learning gains among the primary students on their pretest and posttest scores. Both the quantitative and qualitative data reveal that students’ problem solving experiences improved because they can visualize the abstraction of the problems using pictorial and bar modeling methods. The respondents enjoyed the self-directed nature of the platform, where they could solve problems in the comfort of their own homes. However, the respondents shared that unstable internet connection and the overwhelming number of lessons in the integrated curriculum were some areas for improvement. Overall, the initial assessment shows promising results on the integration of the online self-directed platform that promotes an innovative and creative way of solving mathematical problems among primary students. Further assessments in the future should be made to ensure that integration can bring positive learning outcomes in the long run.

Learning and Transfer in Problem Solving Progressions.

Do individuals learn more effectively when given progressive or variable problem-solving experience, relative to consistent problem-solving experience? We investigated this question using a Rubik’s Cube paradigm. Participants were randomly assigned to a progression-order condition, where they practiced solving three progressively more difficult Rubik’s Cubes (i.e., 2 × 2 × 2 to 3 × 3 × 3 to 4 × 4 × 4), a variable-order condition, where they practiced solving three Rubik’s Cubes of varying difficulty (e.g., 3 × 3 × 3 to 2 × 2 × 2 to 4 × 4 × 4), or a consistent-order condition, where they consistently practiced on three 5 × 5 × 5 Rubik’s Cubes. All the participants then attempted a 5 × 5 × 5 Rubik’s Cube test. We tested whether variable training is as effective as progressive training for near transfer of spatial skills and whether progressive training is superior to consistent training. We found no significant differences in performance across conditions. Participants’ fluid reasoning predicted 5 × 5 × 5 Rubik’s Cube test performance regardless of training condition.

Why won’t you leave the process alone? Exploring emotional, motivational and cognitive mechanisms triggering tampering

Quality management focuses on improvements aimed at enhancing the value created for various stakeholders. However, actions taken in response to a perceived problem sometimes lead to an inferior result rather than an improvement. Such actions have been denoted tampering. As an example, natural variation might unnecessarily be perceived as a problem, where the best way to handle that ‘problem’ would be to not act at all. However, for someone trained in quality management and striving for improvement, doing nothing might be more challenging than acting. The research question studied in this paper is: How do emotional, motivational and cognitive mechanisms influence tampering in problem-solving situations? Through interviews with 17 respondents, 33 tampering situations were identified and analysed. The findings describe emotional, motivational and cognitive mechanisms that lead individuals to take actions leading to tampering. Some examples of these mechanisms are fear of the consequences of not acting, feelings of guilt if not acting to resolve a problem, and taking actions based on experiences of past problem-solving. To counteract this, it is advised to set aside time for reflections before starting problem-solving and to establish an environment encouraging of reflections.

Deepening students' experiences with problem identification and definition in an empathetic approach: lessons from a university design-thinking program

PurposeThis study explored students' experiences of creative problem-solving using a design thinking approach in higher education, mainly focusing on the importance of empathetic approach in the problem identification and definition phase.Design/methodology/approachThe authors used a descriptive qualitative research design and thematic analysis, in which observation and 27 semi-structured reports were used to reveal the impact of design thinking on undergraduate students' experience of creative problem-solving.FindingsThe authors found multiple themes in students' responses concerning problem identification and definition in design thinking, which could be described as a systematic innovation process. Four major themes were identified. They included identifying and defining problems in a real-world context, empathizing with people from the target beneficiary group as a process of problem identification and definition, working with a team to expand the empathizing view, and perceiving the need for deep exploration in the empathetic process and defining a problem.Research limitations/implicationsThis study examined the perceived role of empathy in students' creative problem-solving process. However, the main limitation of this study was the small sample size, which can limit the generalizability of the results of the study. Nonetheless, this study provides valuable insights into understanding the role of empathy and problem identification as an essential process in creative problem-solving.Practical implicationsIt is worthwhile to integrate design thinking as an effective teaching and learning strategy in university education, particularly for fostering empathy and creative problem-solving skills in students. Among the processes of design thinking, empathy is critical in the problem identification and definition phase.Originality/valueThis study adds to existing knowledge by examining the role and ways of perceiving real-world problems in a human-centered mindset in university programs.

MetaCogs: Mitigating Executive Dysfunction via Agent-based Modeling for Metacognitive Strategy Development

Executive functions (EF) are a collection of cognitive domains governing task initiation, motor planning, attention, and goal-oriented action. Difficulties with EF have marked impacts on adaptive living skills, learning outcomes, and quality of life for people with cognitive and psychosocial disabilities, as well as the broader population. While there is considerable research interest in EF training intervention for disabled populations, very few studies explore metacognitive intervention for people with cognitive disabilities. Metacognition comprises conscious beliefs and strategies around task management and goal setting. Metacognitive awareness has been shown to mediate the effects of executive function on self-regulated learning. Metacognitive interventions have also shown promise in general education, military training, and medical practice. We present a virtual reality experience deploying agent-based modeling to support explicit metacognitive strategy instruction for undergraduate students of all neurotypes. Our results support that explicit instructional material explaining executive function and metacognition in relation to problem-solving experiences influenced participant self-concept and awareness of personal traits and cognitive processes.

Designing an Musical Educational Software Combining Traditional Music-Pedagogical Methods and Emerging Technologies: The Case of Synth4Kids

This paper presents the development of Synth4kids, a music educational software for music teachinglearning processes designed to be used for kids aged five to eight years. Synth4kids integrates elements from the traditional music-pedagogical methods –Dalcroze Eurhythmics, Orff Schulwerk, Kodály Method– along with features aligned with incorporating merging technologies in music education –augmented reality, use of tangible interfaces / sensors, eye-tracking processes, QR-codes implementation, and collaborative online music practices– providing new and extended ways of music-making, expression, and learning to the young ages. As a pedagogical tool, it was designed with the ultimate goal to be incorporated into musical-educational activities following a STEAM perspective, based on project-based, inquiry and cooperative learning, transdisciplinarity, as well as game-based, and authentic problemsolving experiences.

"I Give It Everything for an Hour Then I Sleep for Four." The Experience of Post-stroke Fatigue During Outpatient Rehabilitation Including the Perspectives of Carers: A Qualitative Study.

BackgroundFatigue is a debilitating post-stroke symptom negatively impacting rehabilitation. Lack of acknowledgment from carers can be additionally distressing. The purpose of this study was to describe the experience of post-stroke fatigue during outpatient rehabilitation, including the perspectives of carers.MethodsThis qualitative study was guided by descriptive phenomenology within a constructivist paradigm. Semi-structured interviews were conducted with stroke survivors experiencing fatigue (Fatigue Assessment Scale >23) and attending outpatient rehabilitation. Carers were also interviewed where identified, providing insight into their own and stroke survivor experiences. Data were analyzed according to Colaizzi's analytic method.ResultsFourteen stroke survivors (50% culturally and linguistically diverse), and nine carers participated. Six themes were identified: 1. The unpredictable and unprepared uncovering of fatigue; 2. Experience and adjustment are personal 3. Being responsible for self-managing fatigue; 4. The complex juggle of outpatient stroke rehabilitation with fatigue; 5. Learning about fatigue is a self-directed problem-solving experience; 6. Family and carers can support or constrain managing fatigue.ConclusionDespite engaging in outpatient rehabilitation, stroke survivors largely learnt to manage fatigue independent of healthcare professionals. Carers often facilitated learning, monitoring rehabilitation, daily routines and fatigue exacerbation. Conversely, family could be dismissive of fatigue and possess unrealistic expectations. Post-stroke fatigue must be considered by clinicians when delivering outpatient rehabilitation to stroke survivors. Clinicians should consistently screen for fatigue, provide flexible session scheduling, and educate about individual indicators and strategies for management. Clinicians should also explicitly engage carers who play a critical role in the management of fatigue.

중ㆍ고등학교 기술교과 교육과정에서 시기별 통신기술의 교육목표와 내용의 분석

The purpose of this study is to present directions for communication technology-related technology education by analyzing transition in communication technology instructional objectives and contents.
 From the first to third technology education in middle school, electrical and electronic-related education is the main focus, and industrial education is strong. On the other hand, from the 4th period, the instructional objectives and instructional contents of communication technology began to be emphasized, and from the 8th period, the ability to process information and solve technological problems related to information and communication was emphasized. High school technology education is also dominated by electricity and electronics-related education from the 1st to the 3rd, and has a strong industrial education character. On the other hand, from the 4th period, instructional objectives and instructional contents related to computers and information communication were presented in earnest, and in the 6th and 7th periods, information related subjects were newly established as independent subjects, so communication technology was not dealt with. In the 8th period, problem-solving experience activities related to information and communication technology were presented, and in the 9th period, instructional objectives and instructional contents suitable for the characteristics of technology education were presented, but the proportion was very small.
 Based on this study, instructional objectives and educational contents should be selected based on a systematic approach to technology in middle and high school technology subjects, and follow-up studies should be conducted on the instructional objectives and instructional contents as general education should be conducted.

Students' Mathematical Communication: COVID-19 Problem-solving Experience Among High Achievers

Mathematical communication skills are the ability to convey mathematical ideas, strategies, and solutions to solve mathematical problems, both written and verbal. The community must express ideas to solve mathematical problems in daily life or tell essential information, such as the news related to COVID-19. . The selection of subjects in this study used purposive sampling with the subjects of 3 high achievement students in ten grade. Subjects are selected based on the average daily test scores. Data collection was conducted by mathematical communication test using PISA liked problem uncertainty and data context about hand sanitizer and interview. The triangulation technique analyzed the result of test and interview data. The results showed that students with high achievement have high mathematical communication skills. Students with high achievement can present mathematical ideas orally and in writing, interpret and evaluate the strategy, the results obtained, and use terms, mathematical notation, and math symbols. Thus, high achievement students can communicate and solve problems in the context of COVID-19. This research provides new information about the mathematical communication of students with high mathematical abilities, so it can be one of the teacher's guidelines for determining appropriate learning to improve students' mathematical communication.

Динамические трансформации когнитивных процессов детей старшего дошкольного возраста в условиях сюжетно-ролевой игры

The present research featured the development of cognitive processes in senior preschoolers. It focused on the specifics of role-playing games, which provide positive dynamic transformations of cognitive abilities at this age. The article describes various theoretical approaches to game as a cultural phenomenon that facilitates socialization and enriches experience. It also describes the cognitive processes and their development, which depend on the personality of a particular preschooler. A role-playing game is a leading type of preschoolers' activity. They acquire new ideas about the world, learn to compare data about objects, develop useful patterns, and accumulate experience in problem solving. Children's emotional attitude to their own activities and those of their game partners accompany the dynamic transformations of cognitive processes, thus increasing the productivity of various types of activities.

Effects of problem-based learning modules within blended learning courses in medical statistics - A randomized controlled pilot study.

Problem-based learning (PBL) allows students to learn medical statistics through problem solving experience. The aim of this study was to assess the efficiency of PBL modules implemented in the blended learning courses in medical statistics through knowledge outcomes and student satisfaction. The pilot study was designed as a randomized controlled trial that included 53 medical students who had completed all course activities. The students were randomized in two groups: the group with access to PBL modules within the blended learning course (hPBL group) and the group without access to PBL modules-only blended learning course (BL group). There were no significant differences between the groups concerning socio-demographic characteristics, previous academic success and modality of access to course materials. Students from hPBL group had a significantly higher problem solving score (p = 0.012; effect size 0.69) and the total medical statistics score (p = 0,046; effect size 0.57). Multivariate regression analysis with problem solving as an outcome variable showed that problem solving was associated with being in hPBL group (p = 0.010) and having higher grade point average (p = 0.037). Multivariate regression analysis with the medical statistics score as an outcome variable showed the association between a higher score on medical statistics with access to PBL modules (p = 0.045) and a higher grade point average (p = 0.021). All students in hPBL group (100.0%) considered PBL modules useful for learning medical statistics. PBL modules can be easily implemented in the existing courses within medical statistics using the Moodle platform, they have high applicability and can complement, but not replace other forms of teaching. These modules were shown to be efficient in learning, to be well accepted among students and to be a potential missing link between teaching and learning medical statistics. The authors of this study are planning to create PBL modules for advanced courses in medical statistics and to conduct this study on other universities with a more representative study sample, with the aim to overcome the limitations of the existing study and confirm its results.

군사 목적 스페인어 교육을 위한 J. A. Niño의 희곡 『불모고지』의 확장성에 관한 연구

This study aims to design a Military Spanish teaching-learning model. In particular, it focuses on the expandability of El Monte Calvo (1966), a play written by Jairo Anibal Nino which follows a story of a colombian Battalion participating in the Korean War. Plays are suited to facilitate learners’ understanding of the context with ease due to its genre specificity: direct communication of meaning through dialogues. In addition, students can expand their understandings and improve their linguistic competence by reading the text and watching the audiovisual performance at the same time. On the other hand, Colombia’s unique political and diplomatic relationship with Korea allows learners to explore its socio-political backgrounds, and gives them a chance to compare different perspectives about this historical event. They can also read and research a variety of literary works and news articles on the same topic. The study found that learners were able to improve their linguistic competence, not only for Spanish but also for the Korean language, through group discussions and problem-solving experiences during the computer-assisted translation from Spanish to Korean. In this sense, learners are expected to enhance their critical literacy as well as learning Spanish in the military settings.

PROBLEM-SOLVING EXPERIENCE WHEN OPENING NOBLE GYMNASIUMS’ BOARDING HOUSES IN THE KYIV EDUCATIONAL DISCTRICT CURATOR’S COUNCIL ACTIVITIES

based on regulatory and archival documents analysis, the article considers the problem-solving experience when opening noble gymnasiums’ boarding schools in the Kiev educational district curator’s council activities. The Council’s position on this issue, the procedure for making and executing its decisions are clarified on the example of opening the second boarding school at the first Kiev gymnasium in 1836. Thoroughly analysing the state of affairs of the already-performing noble boarding school at the first Kiev gymnasium, Kiev educational district curator’s council members came to the conclusion that one more boarding school opening was necessary. They either approved of the staff developed by the educational district curator, and made proposals on sources of its initial arrangement funding.
 It is established that the opinion of Kiev educational district curator’s council regarding the second noble boarding school opening at the first Kyiv gymnasium was taken into account by the Ministry of public education when making the final decision.

Pre-school teaching for creative processes in education for sustainable development – invisible animal traces, purple hands, and an elk container

Living in the anthropocene requires addressing several challenges. New forms of teaching where experiences of problem solving, creativity and innovation strategies are needed and considered important. This Swedish study contributes with knowledge on pre-school children’s creativity processes when working on an authentic, child-initiated sustainability problem about consumption. Teachers’ careful listening was important when forming the teaching context for the sustainability problem. A pragmatic perspective on learning and meaning-making is used to identify the significant features of the different phases in the creativity processes. The empirical results show: the importance of affording a creative context with uncoded material for children to transact with; previous experiences have a prominent role when imagining and reaching beyond the ordinary; the importance of teachers’ positive aesthetic judgments for sustaining the creative process. In alignment with the idea of learning as participation, the children broadened the consumption topic to contribute with creative outcomes for animals’ welfare.

Aha! under pressure: The Aha! experience is not constrained by cognitive load

The Aha! moment– the sudden insight sometimes reached when solving a vexing problem– entails a different problem-solving experience than solution retrieval reached by an analytical, multistep strategy (i.e., non-insight). To date, the (un)conscious nature of insight remains debated. We addressed this by studying insight under cognitive load. If insight and non-insight problem solving rely on conscious, effortful processes, they should both be influenced by a concurrent cognitive load. However, if unconscious processes characterize insight, cognitive load might not affect it at all. Using a dual-task paradigm, young, healthy adults (N = 106) solved 70 word puzzles under different cognitive loads. We confirmed that insight solutions were more often correct and received higher solution confidence. Importantly, as cognitive load increased, non-insight solutions became less frequent and required more solution time, whereas insightful ones remained mostly unaffected. This implies that insight problem solving did not compete for limited cognitive resources.

Better Problems

Better Problems