Problem-solving Situations Research Articles

From sight to insight – reflection processes in an eye-gaze-augmented retrospective

ABSTRACT Various one-size-fits-all methods have been developed to improve students’ use of representations for problem-solving. However, as the interplay of processing representations and problem-solving might be highly individual, a differentiated approach may be needed to foster students’ problem-solving with representations. A retrospective enhanced with eye-gaze replays and reflection prompts (eye-gaze-augmented retrospective) may stimulate students’ reflection on their problem-solving process by providing normally inaccessible information, allowing the students to look back and draw tailored consequences for future problem-solving situations. Therefore, an exploratory study was conducted where students solved chemistry problems and subsequently reflected on their problem-solving while watching their eye-gaze replays in three distinct reflection phases. The study aimed to investigate to what extent different phases of an eye-gaze-augmented retrospective stimulate students’ reflection on their problem-solving by characterizing the structural complexity of the reflection processes and considering the accuracy of students’ problem-solving. The results showed that reflection processes with varying structural complexity emerged. Higher complexity reflections emerged primarily in the phase in which the task solution was presented accompanied by reflection prompts, especially for inaccurately solved problems. The findings suggest that an eye-gaze-augmented retrospective could stimulate reflection on problem-solving with representations, but optimization is necessary to enhance each student’s reflection process effectively.

Sports Identification in Situational Problem-Solving: A Framework for Understanding Fans’ Communicative Behaviors in Sports Crises

Sports have been enjoyed by people worldwide as an essential part of life. Inevitably, sports-related issues have also permeated into the industry. Specifically, scholars have called for more attention to fan-enacted crisis communication in sports. Based on the situational theory of problem-solving, this project incorporates sports identification, modified engagement in and disengagement from online communication, and self-mocking to examine fans’ online communicative behaviors regarding the National Football League (NFL) concussion issue and the Chinese men’s national soccer team crisis. The findings reveal that sports identification was a significant indicator that influenced fans’ perceptions of the issue. In addition, fans motivated to solve the problem were more likely to engage in online communication rather than disengage from it. Moreover, referent criterion and self-mocking were comparatively unique to the other factors in that they were sensitive to the case and the fans’ cultural background. Theoretical contributions, practical implications, and recommendations for future research are enclosed.

Cooperative but Dependent-Functional Breed Selection in Dogs Influences Human-Directed Gazing in a Difficult Object-Manipulation Task.

It is still largely unknown to what extent domestication, ancestry, or recent functional selection are responsible for the behavioral differences in whether dogs look back to a human when presented with a difficult task. Here, we tested whether this ubiquitous human-related response of companion dogs would appear differently in subjects that were selected for either cooperative or independent work tasks. We tested N = 71 dogs from 18 cooperative and 18 independent breeds. Subjects learned in a five-trial warming-up phase that they could easily obtain the reward from a container. In trial six, the reward became impossible to take out from the locked container. When the task was easy, both breed groups behaved similarly, and their readiness to approach the container did not differ between the last 'solvable' and the subsequent 'unsolvable' trial. Task focus, looking at the container, touching the container for the first time, or interacting with the container with a paw or nose did not differ between the breed groups, indicating that their persistence in problem solving was similar. However, in the 'unsolvable' trial, cooperative dogs alternated their gaze more often between the container and the humans than the independent dogs did. The frequency of looking back was also higher in cooperative dogs than in the independent breeds. These are the first empirical results that suggest, in a balanced, representative sample of breeds, that the selection for different levels of cooperativity in working dogs could also affect their human-dependent behavior in a generic problem-solving situation.

Special Issue on Multisensory eXtended Reality Integrating GPT as an Assistant for Low-Cost Virtual Reality Escape-Room Games.

This work explores the integration of GPT, an AI language model developed by OpenAI, as an assistant in low-cost virtual escape games. The study focuses on the synergy between Virtual Reality (VR) and GPT, aiming to evaluate its performance in helping solve logical challenges within a specific context in the virtual environment while acting as a personalized assistant through voice interaction. The findings from user evaluations revealed both positive perceptions and limitations of GPT in addressing highly complex challenges, indicating its potential as a valuable tool for providing assistance and guidance in problem-solving situations. The study also identified areas for future improvement, including adjusting the difficulty of puzzles and enhancing GPT's contextual understanding. Overall, the research sheds light on the opportunities and challenges of integrating AI language models like GPT in virtual gaming environments, offering insights for further advancements in this field.

Knowledge and Perception of Soft Skills Among Medical Students and Postgraduate Residents at Services Hospital Lahore

Background and Objectives: Soft skills have emerged as a novel focal area for health care practitioners. Objective of this study was to assess the perception of medical students and postgraduate residents regarding soft skills and the need of incorporating these skills into the curriculum.Methods: This cross-sectional descriptive study was conducted at the Services Institute of Medical Sciences and Services Hospital in Lahore from January 1st to March 31st, 2023. A total of 192 participants, divided into two groups on the basis of their academic and clinical experience(Group 1 medical students final year and group 2 postgraduate residents of SHL (1st year) were included in the study after informed consent. Participants were given a pre-designed, validated questionnaire to record their details and assess their soft skills.Results: Postgraduate doctors were more effective at educating and motivating patients regarding treatment plans (84.4% vs. 15.6%, p < 0.0001), problem solving in critical situations (83.3% vs. 16.7%, p = 0.0001), and managing ethical conflicts (82.3% vs. 17.7%, p < 0.0001) compared to medical students. Doctors reported being taught communication skills (88.5% vs. 67.7%, p = 0.0005), critical thinking and problem- solving skills (81.3% vs. 31.3%, p=0.0001), time management skills (89.6% vs. 10.4%, p = 0.0001), and leadership skills (77.1% vs. 57.3%, p = 0.0035) more than medical students. A higher proportion of doctors had been assessed by their supervisors on communication skills (71.9% vs. 41.7%, p = 0.00003), critical thinking and problem-solving skills (49.0% vs. 27.1%, p = 0.0018), and leadership skills (74.0% vs. 33.3%, p = 0.0001) compared to medical students.Conclusion: Postgraduate doctors exhibit stronger aptitude in essential soft skills as compared to medical students therefore efforts should be made to integrate soft skills in healthcare educational program for better patient care and prepare medical students and residents for the multifaceted challenges they will face in their career.Key words: soft skills, perception, curriculum.

Evaluating ChatGPT: Strengths and Limitations in NLP Problem Solving

This paper critically analyzes ChatGPT’s problem-solving performance on a range of natural language processing (NLP) tasks. Using a comparative methodology, it compares ChatGPT’s performance with that of its predecessor, GPT-3.5, in seven different domains: summarization, named entity recognition, arithmetic, natural language inference, symbolic and logical reasoning, question answering, conversation, and arithmetic. The process entails a methodical assessment highlighting ChatGPT’s replies’ quantitative and qualitative elements. The findings show that although ChatGPT performs very well on math and question-answering tasks, it struggles with summarization and commonsense reasoning. The conversation sheds light on the subtleties of these findings while considering the applications and development of AI. The article concludes that although ChatGPT is a significant progress in natural language processing, its uneven problem-solving performance highlights the need for continued development and optimization of artificial intelligence models. This study aids in understanding the state and promise of AI-driven language models in challenging problem-solving situations.

Supporting Upper Elementary Students in Learning AI Concepts with Story-Driven Game-Based Learning

Artificial intelligence (AI) is quickly finding broad application in every sector of society. This rapid expansion of AI has increased the need to cultivate an AI-literate workforce, and it calls for introducing AI education into K-12 classrooms to foster students’ awareness and interest in AI. With rich narratives and opportunities for situated problem solving, story-driven game-based learning offers a promising approach for creating engaging and effective K-12 AI learning experiences. In this paper, we present our ongoing work to iteratively design, develop, and evaluate a story-driven game-based learning environment focused on AI education for upper elementary students (ages 8 to 11). The game features a science inquiry problem centering on an endangered species and incorporates a Use-Modify-Create scaffolding framework to promote student learning. We present findings from an analysis of data collected from 16 students playing the game's quest focused on AI planning. Results suggest that the scaffolding framework provided students with the knowledge they needed to advance through the quest and that overall, students experienced positive learning outcomes.

Use of Arduino and flute in teaching waves in a high school class

This work aims to use music as a teaching tool and, alongside it, utilize Arduino as a device to verify the components to be studied. The theoretical framework to be used is based on the Potentially Meaningful Teaching Units, UEPS approach, allowing for the construction of meaningful learning for students through problem-solving situations. A didactic sequence was developed for the study of the theme of sound waves and their components at the high school level. This sequence was applied over a period of four weeks, including an initial presentation of topics related to waves, the construction of an electronic system using Arduino, and the verification of phenomena based on musical notes. The data collection instruments for this research included questionnaires to assess students' prior knowledge, mind maps, and exercise lists. The Arduino programming board, which allows for the digitization of analog and digital electrical signals, was used in conjunction with a microphone module, enabling the integration of electronic physics with wave physics. As a result of this research, there were indications of learning through the interdisciplinary relationship between music and physics, which was made effective through the use of Arduino and the recorder flute.

Strategies and Common Errors in Solving Basic Mathematics Problems among University of Cebu-Main Freshman BEED Students

This study identified the strategies employed and common errors committed by freshman BEED students in Solving Basic Mathematics problems. It emphasized the enhancement of the identified strategies through the implementation of a tutorial program. Identifying the common errors made by the respondents in the study will make students aware of their presence and prepare them for their exposure to such problem-solving situations. In effect, these identified errors will be minimized if not totally put to end. Three (3) strategies and common errors were revealed in the study. The three (3) strategies were identifying the target goal, identifying the key information, and drawing diagrams/tables. The three (3) common errors were being unable to derive and identify the correct working equation, being unable to label the final answer, and being unable to use the least common denominator in adding and subtracting fractions. To determine the relationship between the respondents' achievement in basic mathematics and their achievement in high school mathematics, attitude towards mathematics, and attitude towards the teacher, the Pearson r and the t–tests were computed. The results indicate a noteworthy correlation between students' performance in High School Mathematics and their achievement in Basic Mathematics. However, no significant relationships were observed among the remaining paired variables. In conclusion, a strong foundation in mathematics helps students strategize their solutions to worded problems well, thereby getting rid of errors along the way.

Reconciling Teachers’ Views and Practices with Early Graders’ Ability to Engage in Scientific Inquiry

This study used a three-phase design to explore how teachers’ views and practices of scientific inquiry can be reconciled with early graders’ ability to engage in scientific inquiry. First, 19 early years teachers were interviewed to explore their views and practices of scientific inquiry. Second, six standard two students were exposed to a problem-solving situation so that their ability to engage in scientific inquiry could be assessed. Finally, six standard two teachers who involved in designing the problem and who also observed students solving the problem were interviewed to explore any changes in their views. The six teachers also participated during the first phase. The findings indicated that teachers had distrust in early graders’ ability to engage in scientific inquiry, which corresponded to their rare practice of it. They also perceived large class sizes and unsupportive curriculum as barriers to engaging children in scientific inquiry. Further, the findings indicated that, under specific conditions, early graders are able to engage in some inquiry activities such as framing questions, designing and conducting investigations. Furthermore, changes in teachers’ beliefs and understanding of scientific inquiry were noted. Creating supportive curriculum and classroom environments for nurturing children’s inquiry are highly recommended.

The Importance of Leadership and a Global Human Resource Perspective: The Case of Executive Management During a Hotel Merger

This case study highlights the importance of leadership employed by executive management during the merger of Oyster Rock Resorts and the Point Breeze Hotel. The study investigates the global perspectives and analytical detail required for a successful merger that benefits all stakeholders primarily from a human resources perspective. Illumination of prevailing human resource related merger issues and analysis of specific operational challenges expose students to many problem-solving situations that parallel current human resource conditions in the hospitality industry.

First Year Engineering Students’ Difficulties with Math Courses- What Is the Starting Point for Academic Teachers?

The discussion about first-year engineering students’ difficulties in mathematics is continuous in the fields of engineering, mathematics and higher education. The present study aimed to examine the initial barriers academic math teachers need to have in mind if they want to improve students’ performance in engineering math courses through appropriate teaching practices in order to face their initial interindividual differences. During the first phase of the study, we examined first year engineering students’ initial beliefs about the nature of mathematics, their self-efficacy beliefs about mathematics and their basic mathematical knowledge. The math school grade was used for their previous mathematical performance. Results indicated the predominant role of the previous mathematical knowledge and the important role of the formalistic disposition toward mathematics. The lack of experience of using mathematics for problem-solving situations within an engineering framework prevented students from recognizing and appreciating the value of mathematical courses during the engineering studies. The second phase of the study examined, through an interview with a group of students, their perceptions of the teaching practices which were introduced after their teacher attended a training program. The discussion concentrates on how academics can use teaching processes for equity and not equality in order to motivate their students.

How do test-takers rate their effort? A comparative analysis of self-report and log file data

The present study investigates students' test-taking effort by integrating and comparing traditional self-report questionnaire data and students' test-taking behavior, based on log data analyses. Previous studies have shown that different methods often lead to different results. A computer-based measure of complex problem-solving in uncertain situations was used to minimize the influence of factual knowledge on test performance. K-means cluster analysis was used to build groups of students differing in test-taking effort, resulting in 3 distinct groups. The correlation between students' test-taking effort and test performance proved to be weaker based on the self-reported questionnaire data than on their actual test-taking behavior. Both the self-report questionnaire and the log data showed a decrease in test-taking effort during the test. The number of clicks played the largest role in predicting performance. Results suggest that (1) self-report questionnaire data are not consistent with students' actual test-taking behavior and (2) it's not necessary to make the maximum effort to obtain valid test results, but a certain level of effort is needed.

Promoting Mathematical Literacy using Desmos Polygraph

Language plays a fundamental role in the teaching and learning of mathematics. Students rely on their literacy skills to comprehend problem-solving situations before applying their mathematical knowledge. Unfortunately, there have been numerous reports of illiteracy, particularly in the area of communication, which is one of the most important skills in mathematical literacy. The students' lack of experience connecting formal mathematical language with their everyday language is one factor contributing to their communication illiteracy. To address this issue, the current study uses Desmos Polygraph as a tool to promote mathematical literacy by encouraging a thorough understanding of formal language. Desmos Polygraph's effective use encourages students to use formal language and understand the relationship between formal and informal language. This study, on the other hand, is solely concerned with analyzing the language used in the activity. Further research could assess the student-teacher interaction during the Desmos Polygraph activity to determine other potential in enhancing mathematical literacy.

역량기반수업활동이 대학생의 소통 및 창의역량에 미치는 영향

Objectives University operated a competency-based curriculum for the purpose of straightening learners’ competency, but the mechanism by which competency change ultimately occurs has not been specifically revealed. Therefore this study set up a sequential mediation model in which competency-building class activities in liberal arts education affect communication competency and creative competency through the learner’s class satisfaction and learning participation, and tried to test the causal relationship between them. Methods For the purpose of the study, a survey was conducted among students who took liberal arts courses that operate a competency-based curriculum. A total of 120 students participated in the study, were consisted even distribution by gender and grade. Basic statistical analysis were conducted using SPSS 26.0 to examine the reparations and distribution between variables and sequential mediation effects analysis were performed using Model 6 of PROCESS Macro 4.2v. developed by Hayes. Double mediation significance was tested bootstrap pin sampling 5,000 times. Predict variables are competency-based lecture activities, outcome variables are communication and creative competency, and parameters are class satisfaction and learning participation. Results First, the research variables showed a positive correlation with each other. Second, competence-based class activities statically predicted communication competency and creative competency, respective, through class satisfaction and learning participation. The sequential mediation index was statistically significant. Conclusions Competent talents required by society are those who effectively interact with others in the problem-solving situation of a knowledge-based society and use their knowledge in various ways to solve problems. Such competencies can be cultivated through competency-based teaching activities in liberal arts education. However, what is important is not a simple competency-based teaching activities, but the teaching activities should enhance class satisfaction by increasing integration with learners, and this process implicate that it is possible by inducing students’ initiative participation in learning.

Bidirectional understanding andcooperation: interbrain neural synchronization during social navigation.

The complexity of the environment requires humans to solve problems collaboratively. The aim of this study was to investigate the neural mechanism of social navigation in group problem-solving situations. A novel cooperative task was designed in which dyadic participants assumed the role of an operator or a navigator with different skills and knowledge and worked together to complete the task. Using functional near-infrared spectroscopy-based hyperscanning, we found stronger interbrain neural synchronization of the right temporoparietal junction (rTPJ) between dyads when the operator received instructions from the navigator rather than from a computer. The functional connections between the rTPJ and the other brain areas indicated the involvement of the mirror neural system during the task. Further directional analysis using Granger causality analysis revealed a flow of information from the temporal to the parietal and then to the pre-motor cortex in the operator's brain. These findings provide empirical evidence for the neural mechanism of social navigation and highlight the importance of the rTPJ for communication and joint attention in uncertain group problem-solving situations.

Metacognition & learning process: Using think-aloud protocol (TAP) to understand students and their teacher’s reflection processes during a problem-solving situation

Introduction. Today, the act of teaching has become increasingly intricate. Multiple fields of science now aid in comprehending this complexity, enabling instructors to support learners through-out their educational journey.Aim. The main aim of this study is to determine cognitive and metacognitive thinking process of students and their teachers during a problem-solving situation.Research methodology and methods. The authors used think-aloud protocol (TAP) in which students (12 participants at the same level) were asked to verbalise their thoughts during a learning activity (math exercise and written production). Similarly, during a pedagogical intervention, nine participants with varying levels of professional experience were required to articulate their professional practices as educators. It should be noted that our approach is purely qualitative following Ericsson and Simon’s approach, from data collection step to coding system and processing of these data.Results and scientific novelty. The results showed that half of the students solved well what was asked in the problem-solving situation, contrary to the other participants who found particular difficulties in each type of situation proposed (in math and in written production). For the teachers, their verbalisations tend towards three aspects with a degree of dominance for each teacher. The authors consider hat their research is a first step towards a new approach of evaluation of the teaching-learning act that includes both the teacher and the learners simultaneously.Practical significance. The results obtained can be used by pedagogical practitioners to better understand how their learners think on the one hand and develop their professional practices on the other.

Ranking-Based Case Retrieval with Graph Neural Networks in Process-Oriented Case-Based Reasoning

In Process-Oriented Case-Based Reasoning (POCBR), experiential knowledge from previous problem-solving situations is retrieved from a case base to be reused for upcoming problems. The task of retrieval is approached in previous work by using Graph Neural Networks (GNNs) to learn workflow similarities which are, in turn, used to find similar workflows w.r.t. a query workflow. This paper is motivated by the fact that these GNNs are mostly used for predicting the similarity between two workflows (query and case), while the retrieval in CBR is only concerned with the ranking of the most similar workflows from the case base w.r.t. the query. Thus, we propose a novel approach to extend the GNN-based workflow retrieval by a Learning-to-Rank (LTR) component where rankings instead of similarities between cases are predicted. The main contribution of this paper addresses the changes to the GNNs from previous work, such that their model architecture predicts pairwise preferences between cases w.r.t. a query and that they can be trained using labeled preference data. In order to transform these preferences into a case ranking, we also describe rank aggregation methods with different levels of computational complexity. The experimental evaluation compares different models for predicting similarities and rankings in case retrieval scenarios. The results indicate the potential of our ranking-based approach in significantly improving retrieval quality with only small impacts on the performance.

Approach to problem solving and use of intuition by engineering technology students

Engineering technology students often forgo a methodical approach of solving or answering questions on assignments or exams in favor of an intuition-based approach, emphasizing educated guessing (Broberg et al., 2008). Faculty observations have noted these student solutions often provide explanations, usually sans calculations, to support answers the students believe to be reasonable when in reality deviated from the correct answer. An extensive study was developed to assess several distinctions between student intuition and use of cognition in problem solving, as related to a generalized student population. The study was comprised of a survey and interview. The survey utilized two instruments, the Types of Intuition Scale (TIntS) and the Cognitive-Experiential Self Theory (CEST). The interview element was comprised of questions related to the student's background and personal experience with math phobia. Data provided by study participants responding to specific questions from the TIntS and CEST instruments allowed researchers to determine how likely students are to use intuition rather than analytical processes. The results of the study found these students prefer to approach problems using logic but tend to rely upon their intuition when problem solving, especially in unfamiliar and high-pressure scenarios. Furthermore, this paper is intended to enlighten educators and other related groups regarding the degree to which intuition is used as a means of solving problems, and the types of intuition generally involved, especially for engineering technology students. Thus, providing practitioners and administrators with a better idea of what these students may provide in response to homework or other problem-solving situations.

Mapping of Mathematical Problem Solving Processes in Middle School Students: A Methodological and Analytical Approach

Problem solving is now, one of the major skills of the 21st century. In this context, the STEM (Science, Technology, Engineering and Mathematics) approach goes beyond the teaching of school subjects, and the teaching-learning of mathematics should allow learners to appropriate skills of problem solving and solution finding in different life situations. In fact, solving mathematical problems generates cognitive, metacognitive, affective and emotional processes. Therefore, the visualization of these processes allows teachers to implement adequate pedagogical strategies aimed at the development of learners' abilities and skills to solve mathematical problems. In the context of a digital pedagogy, its allowing the designers of computer systems to model the processes in order to set up intelligent tutorial systems (expert systems) helps in the development of mathematical problem solving skills. We present in this article a methodological and analytical approach allowing to verbalize, visualize the networks of resolution of mathematical problem and to represent them schematically. We conclude with a modeling of these networks.