Task Characteristics as Source of Difficulty and Moderators of the Effect of Time-on-Task in Digital Problem-Solving

Autor/inn/en	Vörös, Zsófia; Kehl, Dániel; Rouet, Jean-François
Titel	Task Characteristics as Source of Difficulty and Moderators of the Effect of Time-on-Task in Digital Problem-Solving
Quelle	In: Journal of Educational Computing Research, 58 (2021) 8, S.1494-1514 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vörös, Zsófia) ORCID (Kehl, Dániel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633120945930
Schlagwörter	Problem Solving; Difficulty Level; Computer Use; Adults; Time; Foreign Countries; Canada; Program for the International Assessment of Adult Competencies (PIAAC) + Suchen Sie Ihr Suchwort? Problemlösen; Schwierigkeitsgrad; Zeit; Ausland; Kanada
Abstract	To be able to solve complex information problems in a digital environment is a key 21st century skill. Technology users usually expect to achieve their goals in a fast and accurate way. However, the actual relationship between time-on-task and task outcome is currently not well understood. We analyzed data from a large-scale international study in which representative samples of adults had to solve more or less complex problems using standard computer applications. Our results indicate that different task characteristics influence the relationship between problem-solving performance and time-on-task in specific ways. Spending more time on a task is more likely to compensate an average problem solver when task complexity can be attributed to intrinsic task and technology drivers than when complexity stems from the cognitive/metacognitive activities belonging to information problem-solving processes per se, especially acquiring and evaluating information. Thus, the interpretation of time-on-task should take the source of difficulty into consideration. Implications for personal and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01