You Cannot Have Your Cake and Eat It, too: How Induced Goal Conflicts Affect Complex Problem Solving

Managing multiple and conflicting goals is a demand typical to both everyday life and complex coordination tasks. Two experiments (N = 111) investigated how goal conflicts affect motivation and cognition in a complex problem- solving paradigm. In Experiment 1, participants dealt with a game-like computer simulation involving a predefined goal relation: Parallel goals were independent, mutually facilitating, or interfering with one another. As expected, goal conflicts entailed lowered motivation and wellbeing. Participants’ understanding of causal effects within the simulation was im- paired, too. Behavioral measures of subjects’ interventions support the idea of adaptive, self-regulatory processes: reduced action with growing awareness of the goal conflict and balanced goal pursuit. Experiment 2 endorses the hypotheses of motivation loss and reduced acquisition of system-related knowledge in an extended problem-solving paradigm of four conflicting goals. Impairing effects of goal interference on motivation and wellbeing were found, although less distinct and robust as in Experiment 1. Participants undertook fewer interventions in case of a goal conflict and acquired less knowledge about the system. Formal complexity due to the interconnectedness among goals is discussed as a limiting influence on inferring the problem structure

Seeing is as Good as Doing

Given the privileged status claimed for active learning in a variety of domains (visuomotor learning, causal induction, problem solving, education, skill learning), the present study examines whether action-based learning is a necessary, or a suffi cient, means of acquiring the relevant skills needed to perform a task typically described as requiring active learning. To achieve this, the present study compares the effects of action-based and observation-based learning when controlling a complex dynamic task environment (N = 96). Both action- and observation-based individuals learn either by describing the changes in the environment in the form of a conditional statement, or not. The study reveals that for both active and observational learners, advantages in performance (p < .05), accuracy in knowledge of the task (p < .05), and self-insight (p < .05) are found when learning is based on inducing rules from the task environment. Moreover, the study provides evidence suggesting that, given task instructions that encourage rule-based knowledge, both active and observation-based learning can lead to high levels of problem solving skills in a complex dynamic environment

Cue utilization and strategy application in stable and unstable dynamic environments

http://dx.doi.org/10.1016/j.cogsys.2010.12.004 Copyright © 2011, Elsevie

Influence de la motivation sur l’apprentissage d’un système linéaire

Cette étude examine le rôle médiateur de la démarche cognitive, le niveau de motivation à la tâche et l’apprentissage qui en résulte. Quatre dimensions ont été considérées pour définir la motivation initiale : les attentes de réussite, l’anxiété, le défi et l’intérêt. L’analyse de ces dimensions a permis d’identifier trois profils motivationnels. Dans le premier profil qualifié de très motivé, les participants s’attendent à réussir. Intéressés, ils vivent leur défi avec peu d’anxiété. Dans le deuxième, les participants sont dits peu motivés ; leur niveau d’intérêt et d’attentes de réussite s’avère peu élevé. Quant au troisième profil, il est composé de participants qui présentent un faible sentiment de défi et un niveau d’anxiété élevé.This study focuses on the mediating role of the cognitive process, the level of on-task motivation and the learning resulting from it. Four dimensions were considered to define initial motivation : success expectations, anxiety, challenge, and interest. The analysis of these dimensions helped to identify three motivational profiles. In the first profile described as very motivated, the participants expect to succeed. They are interested and face challenges with little anxiety. In the second profile, the participants are known for having a low level of motivation ; their level of interest and success expectations proves to be relatively low. As for the third profile, it is composed of participants who do not feel very challenged and have a high level of anxiety.Este estudio analiza el papel mediador del enfoque cognitivo, el nivel de motivación a la tarea y el aprendizaje que de ello se deduce. Cuatro dimensiones han sido consideradas para definir la motivación inicial : las expectativas de logro, la ansiedad, el desafío y el interés. El análisis de esas dimensiones ha permitido identificar tres perfiles motivacionales. En el primer perfil, designado como motivación alta, los participantes tienen la expectativa de tener éxito.Interesados, viven su reto con poca ansiedad. En el secundo perfil, los participantes son considerados como poco motivados; su nivel de interés y de expectativas de logro es bajo. En cuanto al tercer perfil, está compuesto de participantes que presentan un bajo sentimiento de desafío y un nivel elevado de ansiedad.Diese Studie untersucht die Vermittlerrolle des Erkenntnisvorgangs, den Motivationsgrad bei der Ausführung einer Aufgabe und die Lehre, die sich daraus ergibt. Vier Dimensionen wurden berücksichtigt, um die Anfangsmotivation zu definieren : die Erfolgserwartungen, die Angst, die Herausforderung und das Interesse. Die Analyse dieser Dimensionen hat ermöglicht, drei Motivationsprofile zu identifizieren. Im ersten Profil, das als sehr motiviert qualifiziert ist, erwarten die Teilnehmer erfolgreich zu sein. Da sie interessiert sind, erleben sie eine Herausforderung mit wenig Angst. Im zweiten Profil, betrachtet man die Teilnehmer als wenig motiviert ; ihr Interessenniveau und ihre Erfolgserwartungen erweisen sich als niedrig. Das dritte Profil hingegen, besteht aus Teilnehmern die ein schwaches Herausforderungsgefühl und ein hohes Angstniveau darstellen

Dynamic systems as tools for analysing human judgement

With the advent of computers in the experimental labs, dynamic systems have become a new tool for research on problem solving and decision making. A short review on this research is given and the main features of these systems (connectivity and dynamics) are illustrated. To allow systematic approaches to the influential variables in this area, two formal frameworks (linear structural equations and finite state automata) are presented. Besides the formal background, it is shown how the task demands of system identification and system control can be realized in these environments and how psychometrically acceptable dependent variables can be derived

FLOW EXPERIENCE ON THE WEB: MEASUREMENT VALIDATION AND MIXED METHOD SURVEY OF FLOW ACTIVITIES

Despite strong interest in various research disciplines over two decades, adapting the \u27flow\u27 theory of Csikszentmihalyi to understand user behavior in information systems, existing literature shows high inconsistencies on both the conceptual and the methodological side. This paper addresses these inconsistencies by considering flow from the perspective of the conceptual and methodological status quo of research in psychology. Based on qualitative and quantitative data of 216 respondents, a consistent conceptualization and measurement of flow via the Flow Short Scale (FSS), which is utilized for the first time in the context of the web, is demonstrated and validated in a nomological network regarding website usage continuance intentions. Building upon this, a cross-section of activities on the web, whereat flow is experienced (flow activities), is collected and categorized by means of qualitative content analysis. Furthermore, the intensity of different aspects of the flow experience and potential for their improvement are disclosed. Looking ahead to the explanation of user behavior and implications for web design, the study makes suggestions for relevant further research

Flow Experience in Information Systems Research: Revisiting its Conceptualization, Conditions, and Effects

Despite strong interest in Csikszentmihalyi’s flow theory to understand user behavior in information systems, existing literature shows significant inconsistencies on the conceptualization, conditions, and effect mechanisms of the flow construct. Reviewing extant literature in IS on the concept of flow, this paper discusses the most common theoretical and methodological shortcomings, drawing on current considerations of flow research in motivational psychology. We argue that widely proposed assumptions of IS flow research, such as the inclusion of intrinsic motivation and the exclusion of fluency to measure flow, the flow condition of balanced skills and demands, and the proposed direct effect of flow on continuance intention, should be revisited to fully account for the construct’s nature. Reconceptualizing and validating the flow construct for IS flow research, we show that flow does not substantially depend on balanced demands and skills and that the effect of flow on continuance intention is mediated by enjoyment

Supporting the attainment of professional attributes in a work based learning programme

With the impending change in the higher education landscape within the UK there is a greater need for flexibility and innovation in the delivery of degree programmes. One flexible and innovative form of programme delivery is the work based learning platform. Additional academic guidance is imperative for students undertaking a work based learning programme due to the flexible nature of the programme. However in providing this academic guidance and support it places additional demands upon both tutor and student. Hence creative approaches which alleviate these demands are required to facilitate conversations between tutor and student as well as that from student to tutor. This paper will describe the current approaches used and how these demands are particularly important within the context of the personalised nature of work based learning. The contrasting characteristics with classroom based teaching will be highlighted. In particular this will include the authenticity and those factors which relate to the strong ownership of the context by the student within this mode of learning

The Impact of Social Networks on Academic Achievement of Students: A Case Study of Badakhshan University Students

Due to the increasing expansion of using social networks among people particularly students, the research in this field is a necessitate. This study aims to examine the impact of using social networks on the academic achievement of male students at Badakhshan University. The data for this research gathered through random sampling of 100 students of Badakhshan University who currently study in the academic years of 2022-2023. The students GPAs of past semester taken as the base to analyze the impact of social network usage and its effect on academic achievement, through which questionnaire designed. The data has been analyzed in SPSS applying one-way ANOVA. There are significant difference between the number of academic achievement of normal users of social network (with 15/13average and 2/01standerd deviation) and students with social media addiction (with 4/84average and 1/27standerd deviation) (p&lt;0.01/0.05). Spending too much time on social media causes a decline in the hours of studying and exhaustion of students in the class. Therefore, it will affect the academic achievement to decline