Striving for Adaptivity - Enabling Complex Problem-Solving Processes in a Computer-Based Learning Environment

Abstract

In multi-phase learning designs (PS-I) with initial problem solving the fit of the subsequent instruction seems crucial for learning. Research shows that individual solution attempts need to be addressed when comparing incorrect and correct solutions in the subsequent instruction phase. A computer-based implementation of a PS-I learning environment offers the possibility of adaptively addressing each individual’s solution type but also poses a double challenge: It requires an implementation that allows valid problem-solving processes and an accurate diagnosis of problem-solving results. These two challenges are influenced in opposite direction by the extend of openness of the learning environment: Structure restricts the problem-solving process, but eases the diagnosticity. We address these two challenges by investigating two learning environments with different extends of openness. As a first step, we focus one side of the double challenge: Are the problem-solving processes restricted or are they still valid in the more structured computer-based learning environment?