Understanding students' performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files
Complex Problem Solving (CPS) tasks require students to engage into in-depth interaction with the environment.
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We investigated how behavioral indicators captured in computer-generated log files related to CPS performance.
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The relation between time on task and CPS performance followed an inverted u-shape.
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Noninterfering observation was positively, high intervention frequency negatively related to CPS performance.
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Relations decreased in size but remained stable after controlling for a multistep exploration strategy (VOTAT).
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