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PISA 2022. Analyse der Bildungsergebnisse in Deutschland Lewalter, Doris; Diedrich, Jennifer; Goldhammer, Frank; Köller, Olaf; Reiss, Kristina (Hrsg.) Sammelband | Münster: Waxmann | 2023 44482 Endnote: Herausgeber*innen: Lewalter, Doris; Diedrich, Jennifer; Goldhammer, Frank; Köller, Olaf; Reiss, Kristina
Titel: PISA 2022. Analyse der Bildungsergebnisse in Deutschland
Erscheinungsvermerk: Münster: Waxmann, 2023
DOI: 10.31244/9783830998488
URL: https://www.waxmann.com/waxmann-buecher/?tx_p2waxmann_pi2%5bbuchnr%5d=4848&tx_p2waxmann_pi2%5baction%5d=show
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Abstract: Im Rahmen der achten Erhebungsrunde des Programme for International Student Assessment (PISA) wird erneut der Stand der funktionalen Grundbildung von Jugendlichen in den Bereichen Mathematik, Naturwissenschaften und Lesen untersucht sowie der (außer-)schulische Kontext des Lernens und Lehrens betrachtet. Der Schwerpunkt in PISA 2022 lag auf der mathematischen Kompetenz, für welche die Rahmenkonzeption überarbeitet wurde. Mithilfe der PISA-Studien wird untersucht, inwiefern es Bildungssystemen gelingt, Schüler*innen am Ende ihrer Pflichtschulzeit auf weiterführende Bildungs- und Berufswege vorzubereiten. Dieser Berichtsband präsentiert die Bildungsergebnisse Fünfzehnjähriger in Deutschland im Vergleich zu Schüler*innen aus anderen Staaten. Auf nationaler Ebene werden die Kompetenzen und motivational-emotionalen Orientierungen der Jugendlichen auch in Bezug zu relevanten Merkmalen wie Geschlecht, besuchter Schulart sowie ihrer sozialen Herkunft und ihren Zuwanderungshintergrund betrachtet. Trendanalysen geben interessante Einblicke in die Entwicklung der Kompetenzen der Schüler*innen sowohl seit der letzten - und gleichzeitig präpandemischen - Erhebungsrunde 2018 als auch in die langfristige Entwicklung über 10 Jahre, als Mathematik das letzte Mal Hauptdomäne war. Abschließend werden Befunde zum Lehren und Lernen während der Pandemie berichtet.
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

IGLU 2021. Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 […] McElvany, Nele; Lorenz, Ramona; Goldhammer, Frank; Schilcher, Anita; Stubbe, Tobias C. (Hrsg.) Sammelband | Münster: Waxmann | 2023 43956 Endnote: Herausgeber*innen: McElvany, Nele; Lorenz, Ramona; Goldhammer, Frank; Schilcher, Anita; Stubbe, Tobias C.
Titel: IGLU 2021. Lesekompetenz von Grundschulkindern im internationalen Vergleich und im Trend über 20 Jahre
Erscheinungsvermerk: Münster: Waxmann, 2023
URL: https://www.waxmann.com/index.php?eID=download&buchnr=4700
Dokumenttyp: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Bundesland; Curriculum; Deutschland; Differenzierung; Digitale Medien; Empirische Untersuchung; Erhebungsinstrument; Grundschule; Grundschüler; IGLU <Internationale Grundschul-Lese-Untersuchung>; Internationaler Vergleich; Junge; Klassenführung; Kognitive Aktivierung; Leistungsmessung; Lesekompetenz; Lesetest; Leseunterricht; Leseverhalten; Leseverstehen; Mädchen; Migrationshintergrund; Motivation; Schülerleistung; Schülerleistungstest; Schuljahr 04; Soziale Herkunft; Testdurchführung; Testkonstruktion; Validität; Wohlbefinden
Abstract: Lesekompetenz ist die zentrale Grundlage für das gesamte schulische sowie außerschulische Lernen, gesellschaftliche Teilhabe und den weiteren Lebensweg der Schülerinnen und Schüler. Sie ermöglicht es, Informationen aus schriftlichem Material zu entnehmen, Inhalte zu verknüpfen, Schlussfolgerungen zu ziehen und Inhalte, Quellen sowie Intentionen kritisch zu reflektieren. Seit nun 20 Jahren ermöglicht die Internationale Grundschul-Lese-Untersuchung (IGLU) die Beschreibung des Stands und der Bedingungsfaktoren der Schlüsselkompetenz Lesen am Ende der vierten Klassenstufe im internationalen Vergleich. Die Erhebung 2021 fand im Kontext besonderer Bedingungen statt: Es wurden Grundschulkinder in den Blick genommen, die etwas mehr als ein Jahr lang unter den Bedingungen der COVID-19-Pandemie-Schutzmaßnahmen beschult wurden. Erstmals können durch die kontinuierliche Studienteilnahme Deutschlands seit 2001 neben der wichtigen Kernfrage der internationalen Verortung der mittleren Lesekompetenz von Viertklässlerinnen und Viertklässlern in Deutschland Informationen zum Trend dieser Befunde für die Zeit von 20 Jahren dargestellt werden. Damit erlauben die Befunde von IGLU 2021 auch eine Antwort auf die drängende Frage, inwieweit es in Deutschland gelungen ist, die nach dem PISA-Schock 2000 durch die Kultusministerkonferenz formulierten Ziele für die Weiterentwicklung der Bildung in Deutschland zu erreichen. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Semi-automatic coding of open-ended text responses in large-scale assessments Andersen, Nico; Zehner, Fabian; Goldhammer, Frank Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2023 43124 Endnote: Autor*innen: Andersen, Nico; Zehner, Fabian; Goldhammer, Frank
Titel: Semi-automatic coding of open-ended text responses in large-scale assessments
In: Journal of Computer Assisted Learning, 39 (2023) 3, S. 841-854
DOI: 10.1111/jcal.12717
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12717
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Abstract (english): Background:In the context of large-scale educational assessments, the effortrequired to code open-ended text responses is considerably more expensive andtime-consuming than the evaluation of multiple-choice responses because it requirestrained personnel and long manual coding sessions.Aim:Our semi-supervised coding methodeco(exploring coding assistant) dynamicallysupports human raters by automatically coding a subset of the responses.Method:We map normalized response texts into a semantic space and clusterresponse vectors based on their semantic similarity. Assuming that similar codes rep-resent semantically similar responses, we propagate codes to responses in optimallyhomogeneous clusters. Cluster homogeneity is assessed by strategically queryinginformative responses and presenting them to a human rater. Following each manualcoding, the method estimates the code distribution respecting a certainty intervaland assumes a homogeneous distribution if certainty exceeds a predefined threshold.If a cluster is determined to certainly comprise homogeneous responses, all remainingresponses are coded accordingly automatically. We evaluated the method in a simu-lation using different data sets.Results:With an average miscoding of about 3%, the method reduced the manualcoding effort by an average of about 52%.Conclusion: Combining the advantages of automatic and manual coding producesconsiderable coding accuracy and reduces the required manual effort. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Controlling the speededness of assembled test forms. A generalization to the three-parameter […] Becker, Benjamin; Weirich, Sebastian; Goldhammer, Frank; Debeer, Dries Zeitschriftenbeitrag | In: Journal of Educational Measurement | 2023 43734 Endnote: Autor*innen: Becker, Benjamin; Weirich, Sebastian; Goldhammer, Frank; Debeer, Dries
Titel: Controlling the speededness of assembled test forms. A generalization to the three-parameter lognormal response time model
In: Journal of Educational Measurement, (2023) , S. online first
DOI: 10.1111/jedm.12364
URL: https://onlinelibrary.wiley.com/doi/10.1111/jedm.12364
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract: When designing or modifying a test, an important challenge is controlling its speededness. To achieve this, van der Linden (2011a, 2011b) proposed using a lognormal response time model, more specifically the two-parameter lognormal model, and automated test assembly (ATA) via mixed integer linear programming. However, this approach has a severe limitation, in that the two-parameter lognormal model lacks a slope parameter. This means that the model assumes that all items are equally speed sensitive. From a conceptual perspective, this assumption seems very restrictive. Furthermore, various other empirical studies and new data analyses performed by us show that this assumption almost never holds in practice. To overcome this shortcoming, we bring together the already frequently used three-parameter lognormal model for response times, which contains a slope parameter, and the ATA approach for controlling speededness by van der Linden. Using multiple empirically based illustrations, the proposed extension is illustrated, including complete and documented R code. Both the original van der Linden approach and our newly proposed approach are available to practitioners in the freely available R package eatATA. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Changes in the speed-ability relation through different treatments of rapid guessing Deribo, Tobias; Goldhammer, Frank; Kröhne, Ulf Zeitschriftenbeitrag | In: Educational and Psychological Measurement | 2023 42903 Endnote: Autor*innen: Deribo, Tobias; Goldhammer, Frank; Kröhne, Ulf
Titel: Changes in the speed-ability relation through different treatments of rapid guessing
In: Educational and Psychological Measurement, 83 (2023) 3, S. 473-494
DOI: 10.1177/00131644221109490
URL: https://journals.sagepub.com/doi/10.1177/00131644221109490
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Antwort; Deutschland; Empirische Untersuchung; Fertigkeit; Informations- und Kommunikationstechnologie; Item-Response-Theory; Leistungstest; Modell; Panel; Psychometrie; Reliabilität; Student; Test; Validität; Verhalten; Zeit
Abstract (english): As researchers in the social sciences, we are often interested in studying not directly observable constructs through assessments and questionnaires. But even in a well-designed and well-implemented study, rapid-guessing behavior may occur. Under rapid-guessing behavior, a task is skimmed shortly but not read and engaged with in-depth. Hence, a response given under rapid-guessing behavior does bias constructs and relations of interest. Bias also appears reasonable for latent speed estimates obtained under rapid-guessing behavior, as well as the identified relation between speed and ability. This bias seems especially problematic considering that the relation between speed and ability has been shown to be able to improve precision in ability estimation. For this reason, we investigate if and how responses and response times obtained under rapid-guessing behavior affect the identified speed-ability relation and the precision of ability estimates in a joint model of speed and ability. Therefore, the study presents an empirical application that highlights a specific methodological problem resulting from rapid-guessing behavior. Here, we could show that different (non-)treatments of rapid guessing can lead to different conclusions about the underlying speed-ability relation. Furthermore, different rapid-guessing treatments led to wildly different conclusions about gains in precision through joint modeling. The results show the importance of taking rapid guessing into account when the psychometric use of response times is of interest. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Theory matters: An example of deriving process indicators from log data to assess decision-making […] Hahnel, Carolin; Jung, Alexander J.; Goldhammer, Frank Zeitschriftenbeitrag | In: European Journal of Psychological Assessment | 2023 43713 Endnote: Autor*innen: Hahnel, Carolin; Jung, Alexander J.; Goldhammer, Frank
Titel: Theory matters: An example of deriving process indicators from log data to assess decision-making processes in web search tasks
In: European Journal of Psychological Assessment, 39 (2023) 4, S. 271-279
DOI: 10.1027/1015-5759/a000776
URL: https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000776
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Abstract (english): Following an extended perspective of evidence-centered design, this study provides a methodological exemplar of the theory-based construction of process indicators from log data. We investigated decision-making processes in web search as the target construct, assuming that individuals follow a heuristic search (focusing on search results vs. websites as a primary information source) and stopping rule (following a satisficing vs. sampling strategy). Drawing on these assumptions, we describe our reasoning for identifying the empirical evidence needed and selecting an assessment to obtain this evidence to derive process indicators that represent groups differentiated by search and stopping rule combinations. To evaluate our approach, we reanalyzed the processing behavior of 150 university students who were requested in four tasks to select a specific website from a list of five search results. We determined the process indicators per item and conducted multiple cluster analyses to investigate group recovery. For each item, we found three clusters, two of which matched our assumptions. Additionally, we explored the consistency of students' cluster membership across items and investigated their relationship with students' skills in evaluating online information. Based on the results, we discuss the tradeoff between construct breadth and process elaboration for deriving meaningful process indicators. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Rule-based process indicators of information processing explain performance differences in PIAAC […] Hahnel, Carolin; Kröhne, Ulf; Goldhammer, Frank Zeitschriftenbeitrag | In: Large-scale Assessments in Education | 2023 43714 Endnote: Autor*innen: Hahnel, Carolin; Kröhne, Ulf; Goldhammer, Frank
Titel: Rule-based process indicators of information processing explain performance differences in PIAAC web search tasks
In: Large-scale Assessments in Education, 11 (2023) , S. 16
DOI: 10.1186/s40536-023-00169-5
URL: https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-023-00169-5
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Abstract: Background: A priori assumptions about specific behavior in test items can be used to process log data in a rule-based fashion to identify the behavior of interest. In this study, we demonstrate such a top-down approach and created a process indicator to represent what type of information processing (flimsy, breadth-first, satisficing, sampling, laborious) adults exhibit when searching online for information. We examined how often the predefined patterns occurred for a particular task, how consistently they occurred within individuals, and whether they explained task success beyond individual background variables (age, educational attainment, gender) and information processing skills (reading and evaluation skills). Methods: We analyzed the result and log file data of ten countries that participated in the Programme for the International Assessment of Adult Competencies (PIAAC). The information processing behaviors were derived for two items that simulated a web search environment. Their explanatory value for task success was investigated with generalized linear mixed models. Results: The results showed item-specific differences in how frequently specific information processing patterns occurred, with a tendency of individuals not to settle on a single behavior across items. The patterns explained task success beyond reading and evaluation skills, with differences across items as to which patterns were most effective for solving a task correctly. The patterns even partially explained age-related differences. Conclusions: Rule-based process indicators have their strengths and weaknesses. Although dependent on the clarity and precision of a predefined rule, they allow for a targeted examination of behaviors of interest and can potentially support educational intervention during a test session. Concerning adults' digital competencies, our study suggests that the effective use of online information is not inherently based on demographic factors but mediated by central skills of lifelong learning and information processing strategies. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Patterns of reading behaviour in digital hypertext environments Hahnel, Carolin; Ramalingam, Dara; Kroehne, Ulf; Goldhammer, Frank Zeitschriftenbeitrag | In: Journal of Computer Assisted Learning | 2023 42864 Endnote: Autor*innen: Hahnel, Carolin; Ramalingam, Dara; Kroehne, Ulf; Goldhammer, Frank
Titel: Patterns of reading behaviour in digital hypertext environments
In: Journal of Computer Assisted Learning, 39 (2023) 3, S. 737-750
DOI: 10.1111/jcal.12709
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12709
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache: Englisch
Abstract: Background: Computer-based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on-task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio-economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit-specific differences. Cluster interpretation is supported by associations with student characteristics-for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Comparing the score interpretation across modes in PISA. An investigation of how item facets affect […] Harrison, Scott; Kröhne, Ulf; Goldhammer, Frank; Lüdtke, Oliver; Robitzsch, Alexander Zeitschriftenbeitrag | In: Large-scale Assessments in Education | 2023 43732 Endnote: Autor*innen: Harrison, Scott; Kröhne, Ulf; Goldhammer, Frank; Lüdtke, Oliver; Robitzsch, Alexander
Titel: Comparing the score interpretation across modes in PISA. An investigation of how item facets affect difficulty
In: Large-scale Assessments in Education, 11 (2023) , S. 8
DOI: 10.1186/s40536-023-00157-9
URL: https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-023-00157-9
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Abstract (english): Background : Mode effects, the variations in item and scale properties attributed to the mode of test administration (paper vs. computer), have stimulated research around test equivalence and trend estimation in PISA. The PISA assessment framework provides the backbone to the interpretation of the results of the PISA test scores. However, an identified gap in the current literature is whether mode effects have affected test score interpretation as defined by the assessment framework, and whether the interpretations of the PBA and CBA test scores are comparable. Methods : This study uses the 2015 PISA field trial data from thirteen countries to compare test modes through a construct representation approach. It is investigated whether item facets defined by the assessment framework (e.g., different cognitive demands) affect item difficulty comparably across modes using a unidimensional two-group generalized partial credit model (GPCM). Results : Linking the assessment framework to item difficulty using linear regression showed that for both maths and science domains, item categorisation relates to item difficulty, however for the reading domain no such conclusion was possible. In comparing PBA to CBA in representations across the three domains, maths had one facet with a significant difference in representation, reading had all three facets significantly different, and for science, four out of six facets had significant differences. Modelling items labelled "mode invariant" in PISA 2015, the results indicated that in every domain, two facets showed significant differences between the test modes. The graphical inspection of difficulty patterns confirmed that reading shows stronger differences while the patterns of the other domains were quite consistent between modes. Conclusions : The present study shows that the mode effects on difficulty vary within the task facets proposed by the PISA assessment framework, in particular for reading. These findings shed light on whether the comparability of score interpretation between modes is compromised. Given the limitations of the link between the reading domain and item difficulty, any conclusions in this domain are limited. Importantly, the present study adds a new approach and empirical findings to the investigation of the cross-mode equivalence in PISA domains. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen

Fostering multiple document comprehension. Motivational factors and its relationship with the use […] Zink, Theresa; Hahnel, Carolin; Kroehne, Ulf; Deribo, Tobias; Mahlow, Nina; Artelt, Cordula; […] Zeitschriftenbeitrag | In: Zeitschrift für Erziehungswissenschaft | 2023 44004 Endnote: Autor*innen: Zink, Theresa; Hahnel, Carolin; Kroehne, Ulf; Deribo, Tobias; Mahlow, Nina; Artelt, Cordula; Goldhammer, Frank; Naumann, Johannes; Schoor, Cornelia
Titel: Fostering multiple document comprehension. Motivational factors and its relationship with the use of self-study materials
In: Zeitschrift für Erziehungswissenschaft, 26 (2023) 3, S. 727-750
DOI: 10.1007/s11618-023-01163-x
URL: https://link.springer.com/article/10.1007/s11618-023-01163-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Dokument; Empirische Untersuchung; Feedback; Fertigkeit; Fragebogen; Kompetenz; Korrelationsanalyse; Logdatei; Material; Motivation; Regressionsanalyse; Selbsteinschätzung; Selbststudium; Student; Test; Text; Universität; Verbesserung; Verstehen
Abstract: Multiple Document Comprehension (MDC) ist eine wichtige Kompetenz für Studierende, weshalb ihre Verbesserung vorteilhaft ist. Wir nehmen an, dass der wahrgenommene Wert der MDC-Kompetenz wichtig bei der Förderung von MDC ist, da er ein Prädiktor für Verhaltensentscheidungen sein kann, wie z. B. die Bearbeitung von Selbstlernmaterialien. Die Bearbeitung von Selbstlernmaterialien ist typisch für das Lernen an Universitäten, erfordert aber die Motivation, sich in einer Kompetenz wie MDC zu verbessern. Wir definieren die Motivation, sich in MDC zu verbessern, als die Erwartung, den Wert und die damit verbundenen Kosten, sich in MDC zu verbessern. Wir nehmen an, dass die Motivation, sich in MDC zu verbessern, sowohl die Bearbeitung der Selbstlernmaterialien beeinflusst als auch von dem wahrgenommenen Wert der MDC-Kompetenz abhängt. Deshalb wurde in dieser Studie untersucht, ob der wahrgenommene Wert der MDC-Kompetenz die Motivation, sich in MDC zu verbessern, vorhersagt und letztere die Bearbeitung von Selbstlernmaterialien begünstigt. Insgesamt nahmen N = 278 Studierende dreier deutscher Universitäten an einem MDC-Test teil und hatten danach die Möglichkeit, ihre MDC-Kompetenz mit Selbstlernmaterialien zu trainieren. Das Engagement bei der Bearbeitung der Selbstlernmaterialien wurde über die Bearbeitungszeit und die Anzahl der Seitenwechsel gemessen. Die Ergebnisse zeigten, dass der wahrgenommene Wert der MDC-Kompetenz die Motivation, sich in MDC zu verbessern, teilweise vorhersagte. Die weiteren Analysen zeigten im Wesentlichen keine signifikanten Effekte des wahrgenommenen Werts der MDC-Kompetenz und der Motivation, sich zu verbessern, auf das Engagement bei der Bearbeitung der Selbstlernmaterialien. Allerdings deuteten die ausgewerteten Log-Daten darauf hin, dass das Selbstlernmaterial nicht in dem erwarteten Umfang bearbeitet wurde. (DIPF/Orig.)
Abstract (english): Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in terms of expectancy, value, and cost to improve MDC. We expect that it is a driving force for working with self-study material on MDC, while it might also depend on the perceived value of MDC. Therefore, this study examined whether the perceived value of MDC predicts the motivation to improve MDC, which is also expected to predict the use of self-study material. A total of 278 students of different majors participated in a MDC assessment and received the opportunity to train their MDC skill with self-study material. The engagement in using the self-study material was measured by the total time and the number of page transitions on the self-study material. The results indicated that the perceived value of MDC partially predicted motivation to improve MDC. However, further analysis revealed mainly no significant effects of the perceived value of MDC and the motivation to improve MDC on the engagement in using the self-study material. However, the log data indicated that the engagement in using the self-study material was not as high as expected. (DIPF/Orig.)
DIPF-Abteilung: Lehr und Lernqualität in Bildungseinrichtungen