Interactive Problem Solving Research Articles

INTEGRATING ARTIFICIAL INTELLIGENCE (AI) TOOLS INTO TEACHING MATHEMATICAL ECONOMICS IN TERTIARY EDUCATION

This paper examines the integration of artificial intelligence (AI) tools, specifically conversational agents like ChatGPT, in teaching mathematical economics in tertiary education. Recognizing the inherent challenges in mathematical economics—ranging from complex theoretical constructs to advanced quantitative methods—this study explores AI's potential to enhance student comprehension, engagement, and problem-solving skills. Drawing from existing literature on AI applications in education and learning sciences, this conceptual paper evaluates AI's role in delivering real-time support, facilitating interactive problem-solving, and offering personalized feedback, thereby addressing diverse student needs. Key areas of focus include AI-driven question-and-answer capabilities, scenario-based learning simulations, and guided problem-solving models that can reinforce theoretical knowledge through practical application. The paper further identifies potential challenges, including student overreliance on AI tools, possible misunderstandings in AI-generated solutions, and ethical concerns related to data privacy and academic integrity. By proposing a blended learning model, this paper suggests best practices for using AI as a supportive, non-replacement instructional tool. These best practices encompass educator training, responsible AI implementation, and fostering a balanced, interactive classroom environment. The findings contribute to a growing discourse on the responsible and effective use of AI in higher education, with implications for policy and practice in curriculum design, educational technology, and teaching strategies. Future research directions include empirical studies on AI’s impact on learning outcomes in mathematical economics, exploring how these tools can further enhance both student engagement and academic performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0899/a.php" alt="Hit counter" /></p>

Competition during verbal creative processes influences on ERS/ERD

ABSTRACT Humans are social creatures, and many tasks in our daily lives are solved together. The two main forms of social interaction in problem solving could be defined as competition and cooperation. In our study, we compared the ERS/ERD when performing a creative task (Alternative Uses Test, AUT) and a control task (“naming the objects from the presented category”) under competitive conditions in dyads (22 dyads, m-m, f-f, 18–23 years old) compared to the performance of tasks individually. The number of answers given by subjects under competitive conditions was significantly lower than during the execution of the tasks individually. The solving of the creative task in competition versus individual performance was accompanied by EEG synchronization (9–30 hz) clusters: 140–1220 ms and 900–1780 ms after stimulus presentation; 13.5–30 hz (1800–1980 ms), reflecting the creative thinking mode, and expected cognitive, emotional answers’ assessment. The control task under competitive conditions was accompanied by pronounced synchronization of low frequencies in the frontal areas (2–7 hz, 0–1980 ms), due to a greater working memory load; synchronization clusters in broadband (10–30 hz, 100–320 ms, 400–860 ms) and in the beta EEG band (17–30 hz, 1140–1980 ms). The competitive conditions significantly modulated the brain activity underlying creative and non-creative cognitive task performance, and resulted in greater induced EEG synchronization.

Predicting longitudinal trajectories of adaptive couple processes in families of autistic children: Applying the Vulnerability Stress Adaptation model

BackgroundMany couples raising an autistic child report long-standing and thriving couple relationships, even within the context of elevated parenting stress. Little is known however, about the factors that promote or hinder adaptive couple processes or how these processes may shift over time. Drawing on the Vulnerability Stress Adaptation (VSA) model, the present study examined adaptive couple problem-solving processes across three years and the extent to which these processes were predicted by parent broader autism phenotype (BAP) and level of parenting stress in couples raising an autistic child. MethodIn total, 189 couples (378 parents) raising an autistic child (aged 5–12 years) completed questionnaires assessing parent BAP and level of parenting stress. Couples also engaged in observed problem-solving interactions at four time points spanning three years. ResultsThe use of adaptive couple problem-solving behaviors (Solution Focused Reciprocity and Positive Teamwork) declined linearly across time. Father BAP predicted greater decline in these adaptive processes (Solution Focused Reciprocity and Positive Teamwork), particularly when mother-reported parenting stress was low. No main effects of parenting stress on change in adaptive couple problem-solving behaviors emerged. ConclusionsFindings highlight the utility of the VSA Model for understanding the short-term longitudinal course of problem-solving behaviors in couples raising an autistic school-aged child. This study can inform efforts to promote healthy and long-lasting couple relationships in this population.

Language use in depressed and non-depressed mothers and their adolescent offspring

BackgroundApproximately 10% of mothers experience depression each year, which increases risk for depression in offspring. Currently no research has analysed the linguistic features of depressed mothers and their adolescent offspring during dyadic interactions. We examined the extent to which linguistic features of mothers' and adolescents' speech during dyadic interactional tasks could discriminate depressed from non-depressed mothers. MethodsComputer-assisted linguistic analysis (Linguistic Inquiry and Word Count; LIWC) was applied to transcripts of low-income mother-adolescent dyads (N = 151) performing a lab-based problem-solving interaction task. One-way multivariate analyses were conducted to determine linguistic features hypothesized to be related to maternal depressive status that significantly differed in frequency between depressed and non-depressed mothers and higher and lower risk offspring. Logistic regression analyses were performed to classify between dyads belonging to the two groups. ResultsThe results showed that linguistic features in mothers' and their adolescent offsprings' speech during problem-solving interactions discriminated between maternal depression status. Many, but not all effects, were consistent with those identified in previous research using primarily written text, highlighting the validity and reliability of language behaviour associated with depressive symptomatology across lab-based and natural environmental contexts. LimitationsOur analyses do not enable to ascertain how mothers' language behaviour may have influenced their offspring's communication patterns. We also cannot say how or whether these findings generalize to other contexts or populations. ConclusionThe findings extend the existing literature on linguistic features of depression by indicating that mothers' depression is associated with linguistic behaviour during mother-adolescent interaction.

The Effects of Learner-Content Interaction and Creative Problem Solving Ability on Learning Outcomes: Focused on the Moderating Effect of SNS Utilization

The Effects of Learner-Content Interaction and Creative Problem Solving Ability on Learning Outcomes: Focused on the Moderating Effect of SNS Utilization

Web-Based Realtime Course Platform With Integrated Live Coding Interface

<p>This paper explores an innovative technological<br />approach to a programming education platform. The platform<br />aims to enhance the learning experience by integrating web-<br />based resources with real-time video communication and live<br />coding. Utilizing a peer-to-peer connection framework, this<br />method facilitates efficient and direct communication between<br />instructors and learners, optimizing performance and reducing<br />latency. The primary goal is to create a dynamic and<br />collaborative learning environment. Through the integration of<br />peer-to-peer video chat and an Integrated Development<br />Environment (IDE), the platform aims to improve real-time<br />communication, code reviews, and interactive problem-solving,<br />providing learners with a profound programming learning<br />experience.</p>

Maternal aggressive behavior in interactions with adolescent offspring: Proximal social-cognitive predictors in depressed and nondepressed mothers.

Maternal depressive symptoms are associated with elevations in harsh parenting behavior, including criticism, negative affect, and hostile or coercive behavior, and these behaviors contribute to associations between maternal depressive symptomatology and child functioning. We used multilevel survival analysis to examine social-cognitive processes as proximal predictors of the onset and offset of maternal aggressive behavior during interactions with their adolescent children. Low-income women (N = 180) were selected for either: (a) elevated depressive symptoms and a history of treatment for depression (depressed group) or (b) not more than mild levels of current depressive symptomatology, no history of depression treatment, and no current mental health treatment (nondepressed group). These women and their adolescent children (ages 11-14, M = 12.93; 96 male sex, as assigned at birth) participated in a dyadic problem-solving interaction and mothers completed a video-mediated recall procedure, in which they watched a segment of the interaction, labeled their adolescents' affect, and made attributions for their behavior. Mothers in the depressed group were more likely to initiate aggressive behavior and, once initiated, were less likely to transition out of it. Mothers in both groups were less likely to transition out of aggressive behavior when they made negative attributions for their adolescents' behavior. Findings point to promising cognitive and behavioral targets for intervention. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Parental drinking and observations of parent-child problem-solving discussions: Do drinking motives matter?

Alcohol is often used for emotion-regulation purposes, yet there has been little research on how emotion-regulation drinking motives relate to parenting. The present study addresses this gap by investigating possible interactions between parent drinking and drinking motives in the prediction of parenting and child affectivity during a problem-solving interaction. Participants included 199 two-parent families with a child between the ages of 6 and 12 years. Mothers and fathers self-reported their drinking and drinking motivations, and each parent separately took part in a 5-min parent-child problem-solving discussion about a topic that the parent identified as a frequent source of conflict. These discussions were later coded for parent rejection and coercion and child positive and negative affectivity. Father enhancement motives were independently related to father harsh parenting and indirectly related to lower child positive affect and greater child negative affect. Mother drinking to regulate positive and negative emotions interacted with mother drinking in association with mother harsh parenting, father harsh parenting, and child positive and negative affect during father-child interactions. Although the pattern of these interactions differed, the combination of mother greater drinking and coping or enhancement motives tended to have higher harsh parenting, child positive affect, and child negative affect. These findings indicate that parents' emotion-regulation motives for drinking warrant greater attention from researchers to understand the impact of parent drinking on parenting and emotional development of children. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Role of Family Structure and Emotion Regulation on Happiness among Adolescents

The risk of developing major depressive disorder skyrockets throughout the teenage years. Family dynamics have been singled out as one of the most significant elements that plays a role in the development of affect (dys)regulation in adolescents. In this study, we explored the affect expressed by mothers, fathers, and adolescents while engaging in a problem-solving interaction. Additionally, we investigated whether the patterns of the affective interactions were different in families where the adolescents were depressed as opposed to families where the adolescents were not depressed. The representation of the frequencies of various affects, concurrent displays of affect, and the temporal sequencing of affective behaviours among family members was accomplished via the use of a network technique.

Revolutionizing Math Education: Harnessing ChatGPT for Student Success

This study explores the paradigm shift in math education through the integration of ChatGPT, an advanced AI language model. By harnessing ChatGPT's capabilities, the research delves into personalized learning, interactive problem-solving, and dynamic engagement, seeking to enhance student success in mathematics. Simulated results demonstrate positive shifts in student attitudes, improved self-efficacy, and enhanced learning outcomes, supported by qualitative insights highlighting the tool's role in fostering collaborative learning environments. As education evolves, this investigation sheds light on the potential of AI to revolutionize math education, cultivating empowered learners prepared for the challenges of an ever-changing world.

Opportunities of digital teaching in process control: flip the classroom, provide a level playing field, and integrate external experts

After serval periods of remote teaching in the COVID-19 pandemic, many academic institutions are working on concepts to transfer the lessons learned about digital teaching into their didactic concepts. In this paper, we present a didactic concept for courses with student groups of heterogenous educational background. It is based on a self-paced learning phase with self-study materials, a flipped classroom session for interactive problem solving in interdisciplinary student groups, an exercise session for more complex problems, and a student project. An important key feature is that (1) the students can learn according to their educational background in the self-paced learning stage and teach each other in the other parts of the course. Additional features are (2) the maximized share of the student-staff contact time spent on cooperative problem solving and (3) the collaborative development of teaching materials with external experts. The concept was implemented within our course on process control. The results are illustrated via the example of a digital teaching module for hybrid semi-parametric modeling.

ATL-BP: A Student Engagement Dataset and Model for Affect Transfer Learning for Behavior Prediction

We propose a video-based transfer learning approach for predicting problem outcomes of students working with an intelligent tutoring system (ITS) by analyzing their faces and gestures. The ability to predict such outcomes enables tutoring systems to adjust interventions and ultimately yield improved student learning. We collected and released a labeled dataset of 2,749 problem-solving interaction samples of 54 students working with an intelligent online math tutor. Our transfer-learning challenge was then to design a representation in the source domain of images obtained from the Internet for facial expression analysis, and transfer this learned representation for human behavior prediction in the domain of webcam videos of students in a classroom environment. We developed a novel facial affect representation and a user-personalized training scheme that unlocks the potential of this representation. We designed several variants of a recurrent neural network that models the temporal structure of video sequences. Our final model, named ATL-BP for Affect Transfer Learning for Behavior Prediction, achieves a relative increase in the mean F-score of 50% over the state-of-the-art method on this new dataset. We also propose an additional set of annotations to predict students’ engagement while solving a specific problem, and present models that can predict such engagement.

Keefektifan Model Pembelajaran Problem Solving Berbantuan Video Interaktif Terhadap Kemampuan Pemecahan Masalah Siswa Kelas III SDN Gedawang 01 Semarang

The purpose of this study is to determine the effectiveness of the problem solving learning model on the problem-solving ability of grade III students of SDN Gedawang 01 Semarang. This type of research is quantitative research with a problem solving learning model using interactive videos. The population in this study was grade III SDN Gedawang 01 and grade III SDN Gedawang 02 Semarang totaled 56 students. Meanwhile, the sample, namely class III SDN Gedawang 01, was 28 students. Data collection techniques in the form of observations, questionnaires, interviews and tests. The technical data analysis used is the Independent Test sample T-test and the Simple Linear Regression Test. The results showed that: there was a difference in the average problem solving ability of students between the control class and the experimental class, which can be seen from 1) Independent Test T-test sample and obtained thitung > ttabel (3.83 > 2.13) with a sig value. (2 -tailed) i.e. 0.001<0.05 then Ho is rejected and Ha is accepted. 2) There is an effectiveness of interactive video-assisted problem solving learning models, which can be seen from the Simple Linear Regression Test and obtained a signification level of F 67.195, sig:0.000a < 0.05. So it can be concluded that the interactive video-assisted problem solving learning model is effectively used to improve the problem-solving ability of grade III students of SDN Gedawang 01 Semarang.

Incorporating Human Body Variance in an Analytically Focused Undergraduate Biomechanics Course

Human bodies vary widely: height, weight, blood volume, handedness, strength, and variations from disabilities, trauma, genetics, etc. Engineers must be trained to include human variance when designing human-interactive systems. Typically, this is not incorporated into mathematical and modeling focused courses. In the spring of 2019, one of three sections of an introduction to biomechanics course was modified to adopt interactive group problem solving and add human body parameter variation to the problems that students solved. Problems were solved for multiple body sizes. Initial evidence suggests this was successful in increasing students’ consideration of human variation and user needs in mathematical modeling and in increasing their mention of specific body parameters and parameter variation. This can be implemented by a wide variety of instructors without special training in pedagogy or in universal design, especially when a course already features interactive small group problem solving, even during a large lecture by having students’ pair to solve equations briefly. Future steps might consider other parameters of diversity, inclusion, or equity topics. We were pleased to see that small changes in pedagogical approach can pay significant dividends encouraging students to situate analytic work in realistic engineering contexts.

Clear speech adaptations and effortful speaking and listening in background noise across the lifespan

Our study investigates strategies speakers use to clarify their speech and compensate for the impact of background noise in everyday settings. We recorded 114 individuals (8-80 years) while they carried out an interactive problem-solving task (diapix) in quiet, background speech and background non-speech noise. A secondary bell-press task was added to increase cognitive load. We measured (i) articulation rate, median fundamental frequency (f0) and intensity which reflect clear speech adaptations and speaking effort; (ii) subjective ratings of listening effort; and iii) secondary task performance reflecting distractibility (d-prime). Regardless of age, speakers increased their f0 and intensity more in non-speech noise than in quiet or background speech. However, they made more errors in the secondary task and reported greater listening effort when the background noise was speech. Older participants (>50 years) increased speaking effort in both noise types, but younger children (<13 years) increased speaking effort only in background speech. These results indicate that, in terms of speaking effort, background speech (more cognitively demanding) is effortful for children and older adults. However, background noise (more peripheral interference) is mostly effortful for older adults. In terms of listening effort and distractibility, we observed greater interference in background speech regardless of participant age.

INDIVIDUAL FACTORS OF MEDICAL PHD STUDENTS' ENGLISH COMMUNICATIVE COMPETENCE.

The aim: The paper is aimed to find correlations between English language communicative academic and medical competence components (theoretical, practical, and individual by certain methods), to improve design of the course "Academic English for PhDs in Medicine", its methods and strategy. Materials and methods: The study sample includes postgraduate groups studying for PhD in Healthcare, aged 21-59 years, in Bukovinian State Medical University (39 respondents), Zaporizhzhia State Medical University (32 respondents), Kharkiv Medical Academy of Postgraduate Education (33 respondents), and Bogomolets National Medical University (318 respondents). The study was held in 2019-2023. We assessed theoretical and practical components using our tests, individual component - psychological methods. The values of three components were transformed into general English communicative academic and medical competence level. The data were treated with SPSS Statistica 18.0, using Spearman correlation significance. Results: We found positive correlation between English communicative competence and communicative tolerance, general communicative skills level, and high or medium communicative control level. Also, positive correlation characterizes interaction as a conflict-resolving strategy and communicative competence. Highly manifested intolerance in communication, predominance of negative mindsets, intolerance to stress negatively affect the level of English communicative academic and professional competence of PhD students. Conclusions: Analysis of the English speaking competence, and its components, showed positive correlation between interaction as a conflict-resolving strategy and English communicative competence of respondents. Regarding the results, the curriculum of the "Academic English for Medical PhDs" should be modified, including interactive methods, case studies, problem solving, and other methods for individual component training.

Similarities between Disaster Food and Space Food.

Disaster and space environments are similar in that they are closed environment, with limited lifelines. Here, we examined the similarity between disaster food and space food, to explore interactive problem-solving of food support for disaster and space environments. The Japan Disaster Food Certification Standards (Japan Disaster Food Society) and the Japanese Space Food Certification Standards (Japan Aerospace Exploration Agency) requirements and certified products, which were posted on the websites as of June 16, 2021, were compared. Certified products were classified into "staple foods," "main and/or side dishes," "milk and dairy products," "fruits," "confectionery and favorite beverages," "condiments," "dietary supplements," and "sets." Certification standards involved six items for Japan Disaster Food and eight items for Japanese Space Food. Most standards were similar. Concretely, both standards demanded room temperature storage, tough packaging and hygiene management in facilities. Both emphasized habitual food and easy eating. However, the best-by date was ≥6 mo for Japan Disaster Food, but ≥1.5 y for Japanese Space Food. In addition, Japanese Space Food required noted nutritious, food hygienic, eatable in space, cookable by specific equipment, endurable pressure by launch, and domestically produced food. There were 171 and 47 products of Japan Disaster Food and Japanese Space Food, respectively. Staple foods (pregelatinized rice, etc.) and main and/or side dishes were commonest among Japan Disaster Foods and Japanese Space Foods, respectively. It is possible to utilize of Space Food as Disaster Food, but there are some issues that must be cleared before "utilization of Disaster Food as Space Food."

Language Use in Mother-Adolescent Dyadic Interaction: Preliminary Results.

This preliminary study applied a computer-assisted quantitative linguistic analysis to examine the effectiveness of language-based classification models to discriminate between mothers (n = 140) with and without history of treatment for depression (51% and 49%, respectively). Mothers were recorded during a problem-solving interaction with their adolescent child. Transcripts were manually annotated and analyzed using a dictionary-based, natural-language program approach (Linguistic Inquiry and Word Count). To assess the importance of linguistic features to correctly classify history of depression, we used Support Vector Machines (SVM) with interpretable features. Using linguistic features identified in the empirical literature, an initial SVM achieved nearly 63% accuracy. A second SVM using only the top 5 highest ranked SHAP features improved accuracy to 67.15%. The findings extend the existing literature base on understanding language behavior of depressed mood states, with a focus on the linguistic style of mothers with and without a history of treatment for depression and its potential impact on child development and trans-generational transmission of depression.

Understand group interaction and cognitive state in online collaborative problem solving: leveraging brain-to-brain synchrony data

The purpose of this study aimed to analyze the process of online collaborative problem solving (CPS) via brain-to-brain synchrony (BS) at the problem-understanding and problem-solving stages. Aiming to obtain additional insights than traditional approaches (survey and observation), BS refers to the synchronization of brain activity between two or more people, as an indicator of interpersonal interaction or common attention. Thirty-six undergraduate students participated. Results indicate the problem-understanding stage showed a higher level of BS than the problem-solving stage. Moreover, the level of BS at the problem-solving stage was significantly correlated with task performance. Groups with all high CPS skill students had the highest level of BS, while some of the mixed groups could achieve the same level of BS. BS is an effective indicator of CPS to group performance and individual interaction. Implications for the online CPS design and possible supports for the process of online CPS activity are also discussed.

PARENT-CHILD RELATIONSHIP TO THE COMPETENCE OF GRADE 4 LEARNERS ON DISTANCE LEARNING MODALITY

This study aimed to determine the relationship of the Parent-child relationship to the competence of Grade IV- Learners. The respondents of this study are forty (40) grade 4 learners of San Jose Elementary School in Santa Cruz District, Santa Cruz, Laguna for School Year 2021? 2022. This study found that majority of the parents of the respondents were middle age adult (31-45 years old), female, high school graduate and unemployed. The results implied that the extent of parent-child relationship with regards to loving interaction, listening and empathy and problem solving were very high while the extent of parent-child relationship with regards to parental discipline was high. Majority of learners have a good relationship with their parents. The level of learning environment at home relative to safety is very high as well as in terms of positivity, the learning environment which they are belong is safe and positive. the level of competence of learners in terms of practical skills and written test were very high. The result implied that the extent of parent-child relationship has no implication on the learners? competence. A learner may have a good relationship with their parents yet it will not always guarantee an equally good school performance. However, a poor parent-child relationship will not also mean that a learner will not be able to perform well in school. Also learning environment at home has no significant effect on the competence of learners in terms of practical skills and written test.