The computer-based assessment of complex problem solving and how it is influenced by students’ information and communication technology literacy
Open accessAbstract
The 21st-century work environment places strong emphasis on nonroutine transversal skills.In an educational context, complex problem solving (CPS) is generally considered an important transversal skill that includes knowledge acquisition and its application in new and interactive situations.The dynamic and interactive nature of CPS requires a computer-based administration of CPS tests such that the assessment of CPS might be partially confounded with information and communication technology (ICT) literacy.To establish CPS as a distinct construct that involves complex cognitive processes not covered by other general cognitive abilities and not related to ICT literacy, it is necessary to investigate the influence of ICT literacy on CPS and on the power of CPS to predict external educational criteria.We did so in 3 different samples of either high school or university students using a variety of instruments to measure ICT literacy and general cognitive ability.Convergent results based on structural equation modeling and confirmatory factor analyses across the studies showed that ICT literacy was weakly or moderately related to CPS, and these associations were similar to those between ICT and other general cognitive abilities.Furthermore, the power of CPS to predict external educational criteria over and above general cognitive ability remained even if the influence of ICT literacy on CPS was controlled for.We conclude that CPS is a distinct construct that captures complex cognitive processes not generally found in other assessments of general cognitive ability or of ICT literacy.
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The influence of technology-specific knowledge might have to be tested for every new use case.
“Although the results of these studies on the influence of technology knowledge are mixed, Greiff et al. (2014) argued that the influence of such technology-specific knowledge (as included in the construct of ICT literacy) might have to be tested for every new use case.”
From Effects of Explainable Artificial Intelligence on trust and human behavior in a high-risk decision task (2023) · cites this paper as Greiff et al., 2014
The null results for AI knowledge and domain-specific knowledge could be due to inadequate measurement instruments.
“As mentioned before, the null results for AI knowledge and domainspecific knowledge contradicting previous research (e.g., Greiff et al., 2014; Moehring et al., 2016) could be due to inadequate measurement instruments”
From Effects of Explainable Artificial Intelligence on trust and human behavior in a high-risk decision task (2023) · cites this paper as Greiff et al., 2014
Computer-based assessments often involve more complex skills than those required in paper-and-pencil tests.
“they often involve more complex skills (e.g., interactive tasks which involve solving dynamic problems) than those required in paper-and-pencil tests”
From Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy (2016) · cites this paper as Greiff, Kretzschmar, Müller, Spinath, & Martin, 2014
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- Authors
- Greiff, S., Kretzschmar, A., Müller, J. C., Spinath, B., & Martin, R.
- Affiliations
- University of Luxembourg (LU)
- Heidelberg University (DE)
- Venue
- Journal of Educational Psychology
- Published
- 2014-08
- Volume
- 106
- Issue
- 3
- Pages
- 666-680
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2083317718
- Cited by
- 49
- References
- 56
- Citations by year
- 2025: 3 · 2024: 2 · 2023: 4 · 2022: 5 · 2021: 6 · 2020: 2 · 2019: 4 · 2018: 5 · 2017: 5 · 2016: 6 · 2015: 3 · 2014: 4
- FWCI
- 16.64
- Type
- journal article
- Language
- en
- Open access
- green
- orbilu.uni.lu
- Licence
- other-oa
- Locations
- Journal of Educational Psychology (publishedVersion)
- Open Repository and Bibliography (University of Luxembourg) (submittedVersion, other-oa)
- Zurich Open Repository and Archive (University of Zurich) (submittedVersion)
- Funders
- Luxembourgish Research Foundation (FNR ATTRACT ASSKI21)
- European Union (290683)
- German Research Foundation (Fu 173-14/1)
- German Federal Ministry of Education and Research (LSA004)
- Topics
- Physical Sciences › Computer Science › Information Systems › Digital literacy in education
- Health Sciences › Health Professions › Speech and Hearing › Problem Solving Skills Development
- Physical Sciences › Computer Science › Information Systems › Educational Technology and Assessment
- Keywords
- computer-based testing, complex problem solving, ICT literacy, student literacy, problem-solving assessment
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