Dynamic and spatial representation of web movements and navigational patterns through the use of navigational paths as data

Abstract

Solving real-world problems is an effective learning activity that promotes meaningful learning in formal educational settings. Problems can be classified as being either well structured or ill structured. Internet information search approaches have an influential role to play in the successful performance of problem solving. A better understanding of how students differentially model information search strategies and movements in tackling well-and ill-structured problems is essential for creating engaging problemsolving environments for students. Static measures, such as the number of accessed nodes or links, or the number of times particular web browser function buttons are clicked, are limited in their ability to analyze attributes of information search patterns. A more dynamic and spatial representation of web movements and navigational patterns can be realized through the use of navigational paths as data. The two path-specific structural metrics that can be used to assess network-based navigational paths in relation to the structuredness of the problem-solving task are compactness and stratum. These metrics are, respectively, the indicators of the connectedness and linearity of network-based structures defining students' online navigational visitations during the problem-solving sessions. This study explored the relevance and utility of these two metrics in analyzing the navigational movements of learners in seeking out electronic information to accomplish successful problem solving. The outcome findings of this study show that well-and ill-structured problems demand different cognitive and information seeking navigational approaches. The differing values of the two path metrics in analyzing the search movements organized by students in attending to well-and ill-structured problems were a direct result of the contrasting patterns of navigational path movements. The search patterns associated with well-structured problem solving tended to be more linear and less connected, whereas those related to ill-structured problem solving were more distributed and inter-connected.

ICT-Supported Home-Based Learning in K-12: a Systematic Review of Research and Implementation

“…In addition, there is only one study in this category focusing on the pedagogical design and its implementation at home (Laxman 2011 ).…”

“…Although there are a few studies regarding online game-based learning at home (e.g, Jong and Shang 2015 ; Stubbé et la. 2016 ) as well as pedagogical strategies of HBL (e.g., Laxman 2011 ) that provide evidence of the cognitive benefits of HBL, it remains that the majority of studies are concerned with affective benefits.…”

“…Furthermore, it also stated that dual channel interaction should be provided with various modes of interaction, such as voice-only or text-only communication, to foster active participation and interaction due to its ability to engage students. Laxman’s ( 2011 ) study investigated how well- and ill-structured problems influence the way students searched for information online. The research suggested that teachers may need to consider the structure of the assignments based on the student’s ability.…”

“…Teachers’ training • - • Lee et al 2013 • Jong and Shang 2015 • - • Kimmons 2014 3 3. High-quality resources and technology access • Yılmaz Genç & Fidan 2017 • Stubbé et al 2016 • Laxman 2011 • Lei & Zhou 2012 • - 4 4. Understanding users’ characteristics, and needs, and building learning environments • Friedrich et al 2017 • Palaiologou 2016 • Plowman et al 2008 • Eutsler et al, 2019 • Lee et al 2013 • Lim and Meier 2011 Furlong and Davies, 2012 7 …”

“…Some examples of the learning tools include the following: educational games developed by Jong (2015), Stubbé et al (2016) and Barajas-Saavedra et al (2015); a cyber home learning system through video conferencing by Lee, Yoon, and Lee et al (2013); LMS by Laho (2019); an online learning platform by Borup et al (2019) and a language learning software by Nshimbi et al (2020). In addition, there is only one study in this category focusing on the pedagogical design and its implementation at home (Laxman 2011).…”