Does Information Order Matter? Examining Students' Modeling Behaviors and Strategy Choices Using Game Log Data

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-10 - Research on Assessment Design and Development

Abstract

Studies has shown students’ modeling performance is closely related to contexts and item characteristics. This paper examines students’ modeling behaviors and strategy choices in an educational game challenge implemented in Washington State. Specific attention was given to the relation between students’ modeling patterns and the presentation order of mathematical information in the item. A two-level modeling framework was proposed to account for students’ modeling paths at the conceptualization (information processing) and mathematical modeling stages. Results showed that the presentation order of mathematical information does not significantly affect students’ response accuracy or modeling performance. However, various modeling patterns were observed at both levels of the modeling cycle, indicating students’ ability to choose and adjust strategies accordingly at different cognitive stages.

Authors

• Dongsheng Dong, University of Washington - Seattle

• Min Li, University of Washington

• Phonraphee Thummaphan, University of Washington - Seattle

• Alec Kennedy, University of Washington