A COGNITIVE APPROACH TO ASSESSING THE MATERIALS IN PROBLEM-BASED LEARNING ENVIRONMENTS

Abstract

Aim/Purpose The purpose of this paper is to develop and evaluate a debiasing-based approach to assessing the learning materials in problem-based learning (PBL) environments. Background Research in cognitive debiasing suggests nine debiasing strategies improve deci sion-making. Given the large number of decisions made in semester-long, problem-based learning projects, multiple tools and techniques help students make decisions. However, instructors may struggle to identify the specific tools or techniques that could be modified to best improve students' decision-making in the project. Furthermore, a structured approach for identifying these modifications is lacking. Such an approach would match the debiasing strategies with the tools and techniques. Methodology This debiasing framework for the PBL environment is developed through a study of debiasing literature and applied within an e-commerce course using the Model for Improvement, continuous improvement process, as an illustrative case to show its potential. In addition, a survey of the students, archival information, and participant observation provided feedback on the debiasing framework and its ability to assess the tools and techniques within the PBL environment. Contribution This paper demonstrates how debiasing theory can be used within a continuous improvement process for PBL courses. By focusing on a cognitive debiasingbased approach, this debiasing framework helps instructors 1) identify what tools and techniques to change in an PBL environment, and 2) assess which tools and techniques failed to debias the students adequately, providing potential changes for future cycles. Findings Using the debiasing framework in an e commerce course with significant PBL elements provides evidence that this framework can be used within IS courses and more broadly. In this particular case, the change identified in a prior cycle proved effective and additional issues were identified for improvement. Recommendations With the growing usage of semester-long PBL projects in business schools, infor Practitioners structors need to ensure that their design of the projects incorporates tech niques that improve student learning and decision making. This approach provides a means for assessing the quality of that design. Recommendations This study uses debiasing theory to improve course techniques. Researchers infor Researchers terested in assessment, course improvement, and program improvement should incorporate debiasing theory within PBL environments or other types of decision-making scenarios. Impact on Society Increased awareness of cognitive biases can help instructors, students, and professionals make better decisions and recommendations. By developing a framework for evaluating cognitive debiasing strategies, we help instructors improve projects that prepare students for complex and multifaceted real-world projects. Future Research The approach could be applied to multiple contexts, within other courses, and more widely within information systems to extend this research. The framework might also be refined to make it more concise, integrated with assessment, or usable in more contexts. Limitations The framework was applied in a single illustrative case, potentially limiting its generalizability.