 Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solvingRóbert Csányi and Gyöngyvér Molnár Intelligence, 2025, vol. 109, issue C Abstract: The aim of this study was to investigate the role of test-taking effort in knowledge acquisition via problem exploration behaviour used in complex problem-solving (CPS) environments. The sample consisted of undergraduate students just starting their university studies (n = 1748). MicroDYN-based tasks with different levels of complexity were administered via the eDia online platform. Students' exploration behaviour was coded based on the VOTAT (vary-one-thing-at-a-time) strategy, and latent class analysis was used to identify students' behavioural and learning profiles. We identified four profiles: rapid learners, non-performers, proficient explorers and ineffective learners. Students' test-taking effort was measured based on the time they spent on the tasks. Results suggest a strong relation between VOTAT strategy use and test-taking effort. Rapid learners and proficient explorers displayed the greatest test-taking effort, followed by ineffective learners and non-performers. The results provide a new interpretation of previous analyses of the knowledge acquisition phase in CPS. Keywords: Complex problem-solving; Test-taking effort; Exploration profiles; Knowledge acquisition; Latent profile analysis; Process data (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:intell:v:109:y:2025:i:c:s0160289625000108 DOI: 10.1016/j.intell.2025.101907 Access Statistics for this article Intelligence is currently edited by R.J. Haier More articles in Intelligence from Elsevier |
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