Usage patterns: Highlighting differences in problem solvers

This paper reports a study designed to determine how learners use and interact with Child Growth & Development in the first 12 months of life, a highly interactive educational technology program. The design of the program was informed by principles of problem based learning and the key learning activity for students is the resolution of problems relating to a family and their child. We describe how an electronic record of users’ movements and activities within the program was captured using an embedded audit trail system. Analysis of this data revealed two usage patterns described as either specific or general depending on the order in which resources were accessed, and the way they were accessed. Specific learners used a quick, targeted approach to find resources to assist them with their problem solving activities, while general learners used a systematic approach, taking up to 50% more time to browse through resources. We were also able to identify a correlation between the usage patterns and learners’ understanding of the problem. We suggest that the different usage patterns reflect variability in the process of searching for or generating possible solutions to the problem. This finding has implications for the future design of educational technologies that support the learning of problem solving.

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