In open-ended constructivist activities, task success or failure is not a reliable indicator of learning, so learner models based only on performance risk misjudging learners¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q1–q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2024: tool and model accuracy changes quickly

Subclaims¶

q3 i? Among this study's learners, some teams that failed the task achieved higher learning gains and some teams that succeeded did not learn. → Jauwairia Nasir 2021 q2 i? The productive failure literature implies performance in problem solving is not necessarily an indicator of learning, motivating behavior-based rather than performance-based learner modeling. → Jauwairia Nasir 2021 (2)

Evidence¶

Jauwairia Nasir 2021¶

Jauwairia Nasir, Aditi Kothiyal, Barbara Bruno, Pierre Dillenbourg. (2021). Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities. Intern. J. Comput.-Support. Collab. Learn (2021) 16:485–523. https://doi.org/10.1007/s11412-021-09358-2

q3 · i? · associational · r1

Observation from the authors' prior JUSThink study (Nasir, Norman, Bruno, & Dillenbourg, 2020c) reused here: learning gains measured by pre/post-test diverged from task success/failure, supporting behavioral profiles over performance-only learner models.

"we also found that among learners who ended up with higher learning gains, there were some teams who actually failed in the task while, on the other hand, some teams that succeeded in the task did not learn"

Jauwairia Nasir 2021 (2)¶

Jauwairia Nasir, Aditi Kothiyal, Barbara Bruno, Pierre Dillenbourg. (2021). Many are the ways to learn identifying multi-modal behavioral profiles of collaborative learning in constructivist activities. Intern. J. Comput.-Support. Collab. Learn (2021) 16:485–523. https://doi.org/10.1007/s11412-021-09358-2

q1 · i? · associational · r1

Theoretical framing: the article adopts impasse-driven theories of learning (productive failure), citing prior work to argue that success on open-ended tasks is a misleading basis for adaptive intervention design.

"Performance in problem solving is not necessarily an indicator of learning (Loibl & Rummel, 2014)."

Discussion¶

Related Claims¶

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