IDENTIFYING PROBLEM-SOLVING PROFILES TO INFORM SCAFFOLDING IN DIGITAL PROBLEM-SOLVING ENVIRONMENTS

Abstract

This study investigates the development of students’ problem-solving skills in technology-enhanced learning (TEL) environments, focusing on the interplay between domain knowledge, metacognitive strategies, and fading scaffolding. Through a design-based research approach, we engaged three eighth-grade classes (N=75) in a physics-based troubleshooting scenario delivered via an H5P-integrated digital platform, collecting performance data, metacognitive ratings, and process analytics. Cluster analysis of MAPS rubric scores revealed three distinct learner profiles-Expert, Novice, and Struggling-which differed significantly across all problem-solving dimensions (p