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Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solving

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  • Csányi, Róbert
  • Molnár, Gyöngyvér

Abstract

The aim of this study was to investigate the role of test-taking effort in knowledge acquisition via problem exploration behaviour used in complex problem-solving (CPS) environments. The sample consisted of undergraduate students just starting their university studies (n = 1748). MicroDYN-based tasks with different levels of complexity were administered via the eDia online platform. Students' exploration behaviour was coded based on the VOTAT (vary-one-thing-at-a-time) strategy, and latent class analysis was used to identify students' behavioural and learning profiles. We identified four profiles: rapid learners, non-performers, proficient explorers and ineffective learners. Students' test-taking effort was measured based on the time they spent on the tasks. Results suggest a strong relation between VOTAT strategy use and test-taking effort. Rapid learners and proficient explorers displayed the greatest test-taking effort, followed by ineffective learners and non-performers. The results provide a new interpretation of previous analyses of the knowledge acquisition phase in CPS.

Suggested Citation

  • Csányi, Róbert & Molnár, Gyöngyvér, 2025. "Looking beyond students' exploration and learning strategies: The role of test-taking effort in complex problem-solving," Intelligence, Elsevier, vol. 109(C).
    • Handle: RePEc:eee:intell:v:109:y:2025:i:c:s0160289625000108
    DOI: 10.1016/j.intell.2025.101907
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    References listed on IDEAS

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    1. Frank Goldhammer & Thomas Martens & Gabriela Christoph & Oliver Lüdtke, 2016. "Test-taking engagement in PIAAC," OECD Education Working Papers 133, OECD Publishing.
    2. Coyle, Thomas R. & Greiff, Samuel, 2021. "The future of intelligence: The role of specific abilities," Intelligence, Elsevier, vol. 88(C).
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