Abstract Since Complex Problem Solving (CPS) skills represent a key competence for educational success, they are of great relevance for learning analytics. More specifically, CPS serves as a pertinent showcase for addressing a crucial existing gap contemporary education is facing, the gap between students' ability to acquire and subsequently apply knowledge in uncertain situations, which are increasingly important in the 21st century. While the CPS process incorporates both the acquisition and application of knowledge, many earlier studies have focused on identifying the factors relevant for success in knowledge acquisition. Given the dearth of existing research on factors influencing a successful transition between both CPS phases, we investigated the rates of successful and unsuccessful knowledge transition over the course of nine CPS items in a sample of N = 1151 students in 9th grade. Results showed that many participants were unable to transition their knowledge from the acquisition to the application phase, which was presumably due to an inefficient mental model transfer. Furthermore, the likelihood of students being ‘lost in transition’ was higher in more complex items. Implications are discussed in light of learning analytics, and particularly with regard to the factors to be taken into account by future CPS training programs.

中文翻译：

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迷失在转型中——在复杂问题解决中从知识获取到知识应用的学习分析

摘要 由于复杂问题解决 (CPS) 技能代表了教育成功的关键能力，因此它们与学习分析非常相关。更具体地说，CPS 可以作为解决当代教育面临的关键现有差距的相关展示，即学生在不确定情况下获取和随后应用知识的能力之间的差距，这在 21 世纪变得越来越重要。虽然 CPS 过程包括知识的获取和应用，但许多早期的研究都集中在确定与知识获取成功相关的因素。鉴于对影响 CPS 两个阶段之间成功过渡的因素的现有研究缺乏，我们在 N = 1151 名 9 年级学生的样本中调查了九个 CPS 项目过程中成功和不成功的知识转移率。结果表明，许多参与者无法将他们的知识从获取阶段过渡到应用阶段，这可能是由于心智模型转移效率低下所致。此外，在更复杂的项目中，学生“在过渡中迷失”的可能性更高。根据学习分析，特别是关于未来 CPS 培训计划要考虑的因素，讨论了影响。此外，在更复杂的项目中，学生“在过渡中迷失”的可能性更高。根据学习分析，特别是关于未来 CPS 培训计划要考虑的因素，讨论了影响。此外，在更复杂的项目中，学生“在过渡中迷失”的可能性更高。根据学习分析，特别是关于未来 CPS 培训计划要考虑的因素，讨论了影响。