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Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance

Author

Listed:
  • Manoli Pifarré

    (Department of Psychology, Universitat de Lleida, 25001 Lleida, Spain)

  • Esther Argelagós

    (Department of Psychology, Universitat de Girona, 17004 Girona, Spain)

Abstract

This research paper is based on a longitudinal study to find out how long-term embedded whole-task instruction can help students to develop more efficient information problem-solving (IPS) skills that could lead to a better use of internet information for learning and solving digital tasks more effectively. To this end, we designed, implemented and evaluated a three-year instruction programme to promote students’ development of key IPS skills in real-life classroom settings. This research involved sixty-one secondary education students. Forty-two of them received the IPS instruction and their results were analysed longitudinally and subsequently compared to a control group which received the regular courses. The results showed that students who received the IPS instruction improved their performance significantly in tasks in which the use of IPS skills was needed and these students organised and presented the information found on the internet critically and gave personal arguments. The findings also revealed that during the three-year project, the scores of IPS task performance were statistically higher in the instructed students than those obtained in control group students. Our study then provides an insight into how secondary students develop IPS skills throughout long-term instructional support and shows a series of educational implications.

Suggested Citation

  • Manoli Pifarré & Esther Argelagós, 2020. "Embedded Information Problem-Solving Instruction to Foster Learning from Digital Sources: Longitudinal Effects on Task Performance," Sustainability, MDPI, vol. 12(19), pages 1-19, September.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:7919-:d:418860
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    References listed on IDEAS

    as
    1. Esther Argelagós & Saskia Brand-Gruwel & Halszka M. Jarodzka & Manoli Pifarré, 2018. "Unpacking cognitive skills engaged in web-search: how can log files, eye movements, and cued-retrospective reports help? An in-depth qualitative case study," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 24(2), pages 152-175.
    2. Trung Tran & Manh-Toan Ho & Thanh-Hang Pham & Minh-Hoang Nguyen & Khanh-Linh P. Nguyen & Thu-Trang Vuong & Thanh-Huyen T. Nguyen & Thanh-Dung Nguyen & Thi-Linh Nguyen & Quy Khuc & Viet-Phuong La & Qua, 2020. "How Digital Natives Learn and Thrive in the Digital Age: Evidence from an Emerging Economy," Sustainability, MDPI, vol. 12(9), pages 1-24, May.
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