Skip to main content
SpringerLink
Log in

Developing real life problem-solving skills through situational design: a pilot study

  • Development Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

Current problem-solving research has advanced our understanding of the problem-solving process but has provided little advice on how to teach problem-solving skills. In addition, literature reveals that individual difference is an essential issue in problem-solving skills instruction but has been rarely addressed in current research. Building upon information-processing theory, this article proposes an instructional design model, namely the situational design model, which serves as an approach to accommodate individual difference in problem-solving skills instruction. This design model was further examined with a pilot study in an introductory technology course and results showed a significant difference in students’ academic performance and problem-solving skills, especially the non-recurrent skills. The proposed situational design model contributes to research and practice by providing a novel lens to explore problem-solving skills and assisting in the design of instruction that aims to develop student’s expertise in solving real world problems.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Angeli, C. (2013). Examining the effects of field dependence–independence on learners’ problem-solving performance and interaction with a computer modeling tool: Implications for the design of joint cognitive systems. Computers & Education,62, 221–230.

    Article  Google Scholar 

  • Bulu, S. T., & Pedersen, S. (2012). Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills. Computers in Human Behavior,28(4), 1162–1169.

    Article  Google Scholar 

  • Cronbach, L. J., & Snow, R. E. (1977). Aptitudes and instructional methods. New York: Irvington.

    Google Scholar 

  • Delahaye, B. L., & Smith, H. E. (1995). The validity of the learning preference assessment. Adult Education Quarterly,45, 159–173.

    Article  Google Scholar 

  • Eseryel, D., Ge, X., Ifenthaler, D., & Law, V. (2011). Dynamic modeling as a cognitive regulation scaffold for developing complex problem-solving skills in an educational massively multiplayer online game environment. Journal of Educational Computing Research,45(3), 265–286.

    Article  Google Scholar 

  • Frensch, P. A., & Funke, J. (1995). Definitions, traditions, and a general framework for understanding complex problem solving. In P. A. Frensch & J. Funke (Eds.), Complex problem solving: The European perspective (pp. 3–26). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Ge, X. (2013). Designing learning technologies to support self-regulation during ill-structured problem-solving processes. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 213–228). Berlin: Springer.

    Chapter  Google Scholar 

  • Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development,52(2), 5–22.

    Article  Google Scholar 

  • Ge, X., Law, V., & Huang, K. (2016). Detangling the interrelationships between self-regulation and ill-structured problem solving in problem-based learning. The Interdisciplinary Journal of Problem-Based Learning,10(2), 11. https://doi.org/10.7771/1541-5015.1622.

    Article  Google Scholar 

  • Guglielmino, L. M. (1978). Development of the self-directed learning readiness scale. (Doctoral dissertation, University of Georgia, 1977). Dissertation. Abstracts International, 38, 6467.

  • Hanover Research. (2016). McGraw-hill education 2016 workforce readiness survey. Retrieved from https://www.fastcompany.com/3059940/these-are-the-biggest-skills-that-new-graduates-lack.

  • Hersey, P., Blanchard, K. H., & Johnson, D. E. (2012). Management of organizational behavior: Leading human resources (10th ed.). Upper Saddle, NJ: Prentice Hall.

    Google Scholar 

  • Jeotee, K. (2012). Reasoning skills, problem solving ability and academic ability: Implications for study programme and career choice in the context of higher education in Thailand (Doctoral dissertation, Durham University).

  • Jonassen, D. H. (2007). Learning to solve complex, scientific problems. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Jonassen, D. H., & Grabowski, B. (2012). Handbook of individual differences, learning, and instruction. New York: Routledge.

    Google Scholar 

  • Kalyuga, S., & Sweller, J. (2004). Measuring knowledge to optimize cognitive load factors during instruction. Journal of Educational Psychology,96(3), 558–568.

    Article  Google Scholar 

  • Kalyuga, S., & Sweller, J. (2005). Rapid dynamic assessment of expertise to improve the efficiency of adaptive e-learning. Educational Technology Research and Development,53(3), 83–93.

    Article  Google Scholar 

  • Kim, M. K. (2012). Theoretically grounded guidelines for assessing learning progress: Cognitive changes in ill-structured complex problem-solving contexts. Educational Technology Research and Development,60(4), 601–622.

    Article  Google Scholar 

  • Kim, M. C., & Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers & Education,56(2), 403–417.

    Article  Google Scholar 

  • Klegeris, K., Bahniwal, M., & Hurren, H. (2013). Improvement in generic problem-solving abilities of students by use of tutor-less problem-based learning in a large classroom setting. CBE Life Sciences Education,12, 70–73.

    Article  Google Scholar 

  • Lee, C. B. (2010). The interactions between problem solving and conceptual change: System dynamic modeling as a platform for learning. Computers & Education,55(3), 1145–1158.

    Article  Google Scholar 

  • Matemba, C. K., Awinja, J., & Otieno, K. O. (2014). Relationship between problem solving approaches and academic performance: A case of Kakamega municipality, Kenya. International Journal of Human Resource Studies,4(4), 10.

    Article  Google Scholar 

  • McCormick, N. J., Clark, L. M., & Raines, J. M. (2015). Engaging students in critical thinking and problem solving: A brief review of the literature. Journal of Studies in Education, 5(4), 100–113.

    Article  Google Scholar 

  • Muna, K., Sanjaya, R. E., Syahmani, & Bakti, I. (2017). Metacognitive skills and students’ motivation toward chemical equilibrium problem solving ability: A correlational study on students of XI IPA SMAN 2 Banjarmasin. In AIP Conference Proceedings (Vol. 1911, No. 1, p. 020008). AIP Publishing.

  • Newell, A., & Rosenbloom, P. (1981). Mechanisms of skill acquisition and the law of practice. In J. R. Anderson (Ed.), Cognitive skills and their acquisition (pp. 1–55). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Nokes, T. J., Schunn, C. D., & Chi, M. T. H. (2010). Problem solving and human expertise. In International encyclopedia of education (pp. 265–272). Elsevier Ltd. https://doi.org/10.1016/b978-0-08-044894-7.00486-3.

    Chapter  Google Scholar 

  • Raes, A., Schellens, T., Wever, B. D., & Vanderhoven, E. (2012). Scaffolding information problem solving in web-based collaborative inquiry learning. Computers & Education,59(1), 82–94.

    Article  Google Scholar 

  • Renkl, A., & Atkinson, R. K. (2007). Cognitive skill acquisition: Ordering instructional events in example-based learning. In F. E. Ritter, J. Nerb, E. Lehtinen, & T. O’Shea (Eds.), In order to learn: How ordering effect in machine learning illuminate human learning and vice versa. Oxford: Oxford University Press.

    Google Scholar 

  • Robertson, I. S. (2016). Problem solving: Perspectives from cognition and neuroscience (2nd ed.). Hove: Psychology Press.

    Book  Google Scholar 

  • Salden, R., Aleve, V., Schwonke, R., & Renkl, A. (2010). The expertise reversal effect and worked examples in tutored problem solving. Instructional Science,38, 289–307.

    Article  Google Scholar 

  • Säljö, R., & Wyndhamn, J. (1990). Problem-solving, academic performance and situated reasoning. A study of joint cognitive activity in the formal setting. British Journal of Educational Psychology,60(3), 245–254.

    Article  Google Scholar 

  • Shute, V., Wang, L., Greiff, S., Zhao, W., & Moore, G. (2016). Measuring problem solving skills via stealth assessment in an engaging video game. Computers in Human Behavior,63, 106–117.

    Article  Google Scholar 

  • Van Merriënboer, J. J. G. (1997). Training complex cognitive skills. Englewood Cliffs, NJ: Educational Technology Publications.

    Google Scholar 

  • Van Merriënboer, J. J. G. (2013). Perspectives on problem solving and instruction. Computers & Education,64(1), 153–160.

    Article  Google Scholar 

  • Van Merriënboer, J. J. G. (2016). How people learn. In N. Rushby & D. W. Surry (Eds.), The Wiley handbook of learning technology (pp. 15–34). West Sussex: Wiley.

    Chapter  Google Scholar 

  • Van Merriënboer, J. J. G., & Bruin, A. B. H. (2013). Research paradigms and perspectives on learning. In J. M. Spector, et al. (Eds.), Handbook of research on educational communications and technology (pp. 21–29). New York: Springer.

    Google Scholar 

  • Van Merriënboer, J. J. G., Clark, R. E., & Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology Research and Development,50(2), 39–64.

    Article  Google Scholar 

  • Yu, K., Fan, S., & Lin, K. (2014). Enhancing students’ problem-solving skills through context-based learning. International Journal of Science and Mathematics Education,13, 1377–1401.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Workforce Education and Development, Southern Illinois University Carbondale, 475 Clocktower Drive #4605, Carbondale, IL, 62901, USA

    Lin Zhong

  2. School of Information Science & Learning Technologies, University of Missouri Columbia, 221H Townsend Hall, Columbia, MO, 65211, USA

    Xinhao Xu

Authors
  1. Lin Zhong
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Xinhao Xu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Lin Zhong.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Appendices

Appendix 1

Learning readiness survey

For each of the following questions and statements, please rate yourself for each item. Mark the number that best reflects your situation.

Item

8

7

6

5

4

3

2

1

Q1. How much knowledge do you have for visualization skills?

        

Q2. How much knowledge do you have for using images and video to present information?

        

Q3. What level of experience do you have for using appropriate images to present ideas?

        

Q4. What level of experience do you have for using appropriate video to present ideas?

        

Q5. What level of interest do you have for learning how to use images to present information?

        

Q6. What level of interest do you have for learning how to use video to present information?

        

Appendix 2

Situational design of lesson 4

Learning goal Improve information visualization skills by demonstrating effective interactive image editing skills for specific purposes by using Thinglink.

Recurrent skills

  • Basic understanding of information visualization by using images;

  • Basic understanding of interactive images;

  • Basic image editing skills.

Non-recurrent skills

  • Decision-making skills to determine the purpose of the image;

  • Monitoring skills to ensure task completion;

  • Comparing and evaluation skills to ensure the quality of the newly created image;

Procedural learning activities Create interactive images by using Thinglink.

  • HP—create at least three interactive images by using Thinglink.

  • LP—create one interactive image by using Thinglink.

Supportive learning activities Consider the purpose of the images.

  • HS—pick up a purpose (educational, commercial, personal) and improve the image quality to achieve that purpose.

  • LS—consider how to create images for educational purpose.

Relationship activities

HR-interaction with students is mainly two-way communication. For example, relationship activities can focus on reviewing whether the image achieves the chosen purpose or not, checking the quality of the images, providing guidance for further improvement, keeping check emotional level, reducing the fear of making mistakes, and avoiding overwhelming.

LR-interaction with students is mainly one-way communication. For example, relationship activities can focus on clarifying task requirements, checking task completion, making sure all the given tasks are completed and providing step-by-step assistance when necessary.

Instructional treatment

Activities

S1 (HP-LS/LR)

Create at least three interactive images with Thinglink (HS) for educational purposes (LS), relationship activities are mainly one-way communications and focus on providing step-by-step assistance and checking the completion of the three images (LR)

S2 (LP-HS/HR)

Pick up a purpose (HS) (educational, or commercial, or personal portfolio) and create an interactive image with Thinglink for that purpose (LP), improve image quality to better achieve that purpose (HS), relationship activities are mainly two-way communications and focus on checking whether that image has achieved the chosen purpose or not and guiding further improvement (HR)

S3 (HP-HS/HR)

Create at least three interactive images with Thinglink (HP) for the educational, commercial, and personal purpose, respectively (HS), relationship activities are mainly two-way communications and focus on checking whether the three images achieved the three purposes or not and guiding further improvement (HR)

S4 (LP-LS/HR)

Create an interactive image with Thinglink (LP) for educational purpose (LS), explore Thinglink interactive 360 and create a VR image, relationship activities are mainly two-way communications and focus on checking whether the three images achieved the three purposes or not and guiding further improvement (HR)

S5 (HP-LS/HR)

Create at least three interactive images (HP) with Thinglink for educational purpose (LS), relationship activities are mainly two-way communications and focus on checking whether the three images achieved the three purposes or not and guiding further improvement (HR)

S6 (LP-HS/LR)

Pick up a purpose (HS) (educational, commercial, personal) and create an interactive image with Thinglink for that purpose (LP), improve image quality to better achieve that purpose (HS), relationship activities are mainly one-way communications and focus on checking the completion of the image creation (LR)

S7 (HP-HS/LR)

Create at least three interactive images with Thinglink (HP) for the educational, commercial, and personal purpose, respectively (HS), relationship activities are mainly one-way communications and focus on checking the completion of the three images (LR)

S8 (LP-LS/LR)

Create an interactive image with Thinglink or other tools you are familiar (LP) for educational purpose (LS), relationship activities are mainly one-way communications and focus on checking task completion (LR)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Zhong, L., Xu, X. Developing real life problem-solving skills through situational design: a pilot study. Education Tech Research Dev 67, 1529–1545 (2019). https://doi.org/10.1007/s11423-019-09691-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-019-09691-2

Keywords

Search

Navigation