Identifying Learners’ Frequent Behavior Patterns in Successive Virtual Scientific Inquiry Tasks (Poster 17)

• In Event: Saturday Poster Sessions 7:45 am
  In Poster Session: Contemporary Approaches to Science Education

Abstract

Previous studies have demonstrated the relationship between frequent behavior patterns and achievements in virtual scientific inquiry tasks (VSITs). However, there has been limited attention given to identifying common patterns and exploring multiple contexts, resulting in a lack of understanding of learners’ common sense and activities in complex situations. To address the two gaps, we conducted a study to uncover both common and distinctive patterns in successive VSITs. By analyzing 13,906 log events from 577 learners, we discovered that learners with both low and high overall achievements exhibited frequent behavior patterns in basic operations. However, learners with high overall achievements demonstrated more complex patterns. These findings contribute to a comprehensive understanding of learners, promoting the design of tasks and targeted support.

Authors

• Maohua Wang, Shanghai Municipal Education Commission

• Shuo Feng, Shanghai Jiao Tong University

• Siqi Shen, Vanderbilt University

• Shuai Wang, Shanghai Jiao Tong University