Using Sequence Mining Techniques for Understanding Incorrect Behavioral Patterns on Interactive Tasks. (February 2022)

• Record Type: Journal Article
• Authors: Ulitzsch, Esther; He, Qiwei; Pohl, Steffi
• Is Part Of: Journal of educational and behavioral statistics. Volume 47:Number 1(2022)
• Page Start: 3
• Page End: 35
• Publication Date: 2022-02
• Subjects: incorrect responses -- time-stamped action sequences -- cluster editing -- interactive tasks -- behavioral patterns -- sequence mining; Educational statistics -- Periodicals; Social sciences -- Statistical methods -- Periodicals; 370.2
• DOI: 10.3102/10769986211010467
• Languages: English
• ISSNs: 1076-9986

Abstract

Interactive tasks designed to elicit real-life problem-solving behavior are rapidly becoming more widely used in educational assessment. Incorrect responses to such tasks can occur for a variety of different reasons such as low proficiency levels, low metacognitive strategies, or motivational issues. We demonstrate how behavioral patterns associated with incorrect responses can, in part, be understood, supporting insights into the different sources of failure on a task. To this end, we make use of sequence mining techniques that leverage the information contained in time-stamped action sequences commonly logged in assessments with interactive tasks for (a) investigating what distinguishes incorrect behavioral patterns from correct ones and (b) identifying subgroups of examinees with similar incorrect behavioral patterns. Analyzing a task from the Programme for the International Assessment of Adult Competencies 2012 assessment, we find incorrect behavioral patterns to be more heterogeneous than correct ones. We identify multiple subgroups of incorrect behavioral patterns, which point toward different levels of effort and lack of different subskills needed for solving the task. Albeit focusing on a single task, meaningful patterns of major differences in how examinees approach a given task that generalize across multiple tasks are uncovered. Implications for the construction and analysis of interactive tasks as well as the design of interventions for complex problem-solving skills are derived.