A problem shared is learning doubled: Deliberative processing in dyads improves learning in complex dynamic decision-making tasks

Abstract

(2015) 'A problem shared is learning doubled : deliberative processing in dyads improves learning in complex dynamic decision-making tasks.', Computers in human behaviour., 48 . pp. 654-662. Further information on publisher's website:http://dx.doi.org/10. 1016/j.chb.2015.01.052 Publisher's copyright statement: NOTICE: this is the author's version of a work that was accepted for publication in Computers in Human Behavior. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be re ected in this document. Changes may have been made to this work since it was submitted for publication. A de nitive version was subsequently published in Computers in Human Behavior, 48, July 2015, 10.1016/j.chb.2015.01.052. Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. This article has been accepted for publication and undergone full peer review but has not been through the copyediting, typesetting and proofreading process, which might lead to differences between this version and the version of record.Beckmann, N., Beckmann, J. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Abstract Whilst m icro-w orld s or sim ulations have increasingly been used in higher ed ucation settings, stud ents d o not alw ays benefit as expected from these learning opportunities. By using an experim ental-control group d esign w e tested the effectiveness of structu ring the task environment so as to encourage learners to approach sim ulations m ore system atically. Seventy -one professionals w ho participated in a postgrad uate-level m anagem ent program w orked on a m anagem ent sim ulation either ind ivid ually (n = 35) or in d yad s (n = 36) w hile exploring the sim ulation (exploration phase). Peer interactions in the shared learning cond ition w ere structured so that learners w ere encouraged to em ploy hypothesis-testing strategies. All participants then com pleted the sim ulation again ind ivid ually so as to d em onstrate w hat they had learned (perform ance phase). Baseline m easures of cognitive ability and personality w ere also collected . Learners w ho explored the sim ulation in the shared learning cond ition outperform ed their co unterparts w ho explored the sim ulation ind ivid ually. A sim p le m anipulation of th...

Moderators of learning and performance trajectories in microworld simulations: Too soon to give up on intellect!?

“…While microworlds are developed to simulate real problems, they remain distinct from the world they aim to emulate in important ways. Although more dynamic than traditional reasoning tasks, microworlds are necessarily more structured and often completed individually rather than in teams (though see, Beckmann, Beckmann, Birney, & Wood, 2015, for an investigation of a team-based microworld). In the context of microworld performance, personality associations with measures of intellect more closely associated with learning and knowledge acquisition are relevant.…”

“…Our findings certainly give reason for pause, at least within the context of a simulated real-world business scenario. Our investigations of microworld simulations suggest they have methodological potential to balance real-world fidelity, scientific rigour, and an engaging learning context (Beckmann et al, 2015), and may be experimentally manipulated to be sensitive to cognitive as well as non-cognitive drivers of performance. Rather than discount non-cognitive variables, our findings speak to the importance of intellect and support our ongoing search for the right conditions to observe their influence.…”

Missing the Wood for the Wrong Trees: On the Difficulty of Defining the Complexity of Complex Problem Solving Scenarios

“…In complex problem solving this relates to aspects such as the semantic embedment of a CPS scenario, or range restrictions for input variables as part of the user interface, to name only two examples. Beckmann et al [21] give an example where relatively minor changes in situational variables help to ensure that problem solvers execute the task of knowledge acquisition more systematically, which leads to positive effects on their control performance.…”

Learning from Collaboratively Playing with Simulation Models in Policy Making: An Experimental Evaluation in Fisheries Management

“…practices under the guise of cognitive constructivism or social constructivism) in helping people to learn. These claims are supported by the findings of Beckmann et al () that learners in the dyad setting better utilize learning opportunities of the simulation model than learners in the individual setting when the way to interact with the simulation was prescribed.…”