Negative affective environments improve complex solving performance

Barth, Carola Maria; Funke, Joachim

doi:10.1080/02699930903223766

Cited by 49 publications

(35 citation statements)

References 16 publications

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“…[2][3][4][5][6][7], the dimensions of the problem are slightly smaller, but are within the same order of magnitude (e.g. 15 (9) vs. 11 (7) control variables (integer) and 16 vs. 12 state variables per month).…”

Section: The Iwr Tailorshop-modelmentioning

confidence: 98%

“…However, solving (1) to proven global optimality is already a challenging task. The novel methodological approach has also been combined with experimental studies [6,7,13].…”

Section: Introductionmentioning

confidence: 99%

“…The Tailorshop is sometimes referred to as the "Drosophila" for CPS researchers [1] and thus a prominent example for a computer-based microworld. It has been used in a large number of studies, e.g., [2][3][4][5][6][7]. Comprehensive reviews on studies with Tailorshop have been published, e.g., [1,[8][9][10].…”

Section: Introductionmentioning

confidence: 99%

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A decomposition approach for a new test-scenario in complex problem solving

Engelhart

Funke

Säger

2013

Journal of Computational Science

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Over the last years, psychological research has increasingly used computer-supported tests, especially in the analysis of complex human decision making and problem solving. The approach is to use computerbased test scenarios and to evaluate the performance of participants and correlate it to certain attributes, such as the participant's capacity to regulate emotions. However, two important questions can only be answered with the help of modern optimization methodology. The first one considers an analysis of the exact situations and decisions that led to a bad or good overall performance of test persons. The second important question concerns performance, as the choices made by humans can only be compared to one another, but not to the optimal solution, as it is unknown in general. Additionally, these test-scenarios have usually been defined on a trial-and-error basis, until certain characteristics became apparent. The more complex models become, the more likely it is that unforeseen and unwanted characteristics emerge in studies. To overcome this important problem, we propose to use mathematical optimization methodology not only as an analysis and training tool, but also in the design stage of the complex problem scenario.We present a novel test scenario, the IWR Tailorshop, with functional relations and model parameters that have been formulated based on optimization results. We also present a tailored decomposition approach to solve the resulting mixed-integer nonlinear programs with nonconvex relaxations and show some promising results of this approach.

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Section: The Iwr Tailorshop-modelmentioning

confidence: 98%

“…However, solving (1) to proven global optimality is already a challenging task. The novel methodological approach has also been combined with experimental studies [6,7,13].…”

Section: Introductionmentioning

confidence: 99%

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A decomposition approach for a new test-scenario in complex problem solving

Engelhart

Funke

Säger

2013

Journal of Computational Science

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“…Conflicts are essential to enhance collaborative skills, therefore conflict situations are vital to collaborative problem solving performance (Mitchell and Nicholas 2006;Scardamalia 2002;Stahl 2006;Weinberger and Fischer 2006). It includes handling disagreements, obstacles to goals, and potential negative emotions (Barth and Funke 2010;Dillenbourg 1999). For example, the tendency to avoid disagreements can often lead collaborative groups towards a rapid consensus (Rimor et al 2010), while students accept the opinions of their group members because it is a way to quickly advance with the task.…”

Section: Discussionmentioning

confidence: 99%

Computer-based Assessment of Collaborative Problem Solving: Exploring the Feasibility of Human-to-Agent Approach

Rosen

2015

Int J Artif Intell Educ

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How can activities in which collaborative skills of an individual are measured be standardized? In order to understand how students perform on collaborative problem solving (CPS) computer-based assessment, it is necessary to examine empirically the multi-faceted performance that may be distributed across collaboration methods. Theaim of this study was to explore possible differences in student performance in humanto-agent (H-A), compared to human-to-human (H-H) CPS assessment tasks. One hundred seventy nine 14 years-old students from the United States, Singapore and Israel participated in the study. Students in both H-H and H-A modes were able to collaborate and communicate by using identical methods and resources. However, while in the H-A mode, students collaborated with a simulated computerdriven partner, and in the H-H mode students collaborated with another student to solve a problem. Overall, the findings showed that CPS with a computer agent involved significantly higher levels of shared understanding, progress monitoring, and feedback. However, no significant difference was found in a student's ability to solve the problem or in student motivation with a computer agent or a human partner. One major implication of CPS score difference in collaboration measures between the two modes is that in H-A mode one can program a wider range of interaction possibilities than would be available with a human partner. Thus, H-A approach offers more opportunities for students to demonstrate their CPS skills. This study is among the first of its kind to investigate systematically the effect of collaborative problem solving in standardized assessment settings.

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“…Positive moods at a medium level of activation were found to facilitate adequate, planned, and reflective problem-solving behaviours in a study by Reither and Stäudel (1985), whereas negative emotions increased the tendency to avoid a problem by shifting attention to easier tasks (Schwarz and Bless 1991). However, Spering et al (2005) and Barth and Funke (2010) showed that negative feedback from the problem environment triggered negative affect which in turn might enhance problem solving. Still, from a perspective of emotion regulation (Gross 1998), it is important to regulate these negative emotions even if they represent valuable feedback on the progress of problem solving (Hannula 2015).…”

Section: Domain-specific Problem-solving Competencementioning

confidence: 99%

Reliability and validity of a computer-based assessment of cognitive and non-cognitive facets of problem-solving competence in the business domain

Rausch

Seifried

Wuttke

et al. 2016

Empirical Res Voc Ed Train

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Background: To measure higher-order outcomes of vocational education and training (VET) we developed a computer-based assessment of domain-specific problemsolving competence. In modeling problem-solving competence, we distinguish four components of competence: (1) knowledge application, (2) metacognition, (3) self-concept, and (4) interest as well as thirteen facets of competence, each of which is assigned to one of the four components. Methods:With regard to ecological and content validity, rather than apply highly structured items (e.g. multiple choice items), we developed three authentic problem scenarios and provided an open-ended problem space in terms of an authentic office simulation. The assessment was aimed at apprentice industrial clerks at the end of a 3-year apprenticeship program and focused on the domain of controlling (i.e., support of managerial decisions, cost planning, cost control, cost accounting, etc.). The computer-based office simulation provided typical tools (e.g., email client, spreadsheet software, file system, notebook, calculator, etc.). In order to assess the non-cognitive components in our competence model, we implemented an integrated measurement of self-concept and interest that we refer to as 'Embedded Experience Sampling' (EES). Test-takers are requested to spontaneously answer short prompts (EES items) during the test that are embedded in typical social interactions in the workplace. The empirical section is based on a study with 780 VET students from three commercial training occupations in Germany (industrial clerks and apprentices from two similar VET programs). The focus of the contribution is on testing a theoretically derived competence model based on item response theory, the implemented scoring methods and reliability of the instrument. Fine-grained response patterns from automated codings and human ratings were condensed into one partial credit item for each scenario and each of the facets in the cognitive component 'knowledge application' . Results:The multidimensional Rasch analysis revealed satisfactory EAP/PV reliabilities, which are between .78 and .84 for the 'knowledge application' facets and between .77 and .85 for the non-cognitive facets. Furthermore, the achievement differences between the industrial clerks and their comparison groups are as assumed. Conclusions:In our study, we introduced an innovative method to measure noncognitive facets of problem-solving competence in the course of complex problem Rausch et al. Empirical Res Voc Ed Train (2016) Rausch et al. Empirical Res Voc Ed Train (2016) 8:9 scenarios. Furthermore, by using authentic problem scenarios and providing an openended and authentic problem space, our assessment of domain-specific problem-solving comeptence focuses on ecological validity but also ensures reliability. RESEARCH

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Negative affective environments improve complex solving performance

Cited by 49 publications

References 16 publications

A decomposition approach for a new test-scenario in complex problem solving

A decomposition approach for a new test-scenario in complex problem solving

Computer-based Assessment of Collaborative Problem Solving: Exploring the Feasibility of Human-to-Agent Approach

Reliability and validity of a computer-based assessment of cognitive and non-cognitive facets of problem-solving competence in the business domain

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