Theory-Informed Problem-Solving Sequential Pattern Visualization

This study applied a problem-based learning framework to visualize students' problem-solving patterns using sequential log data. Comparing the theory-informed visualization with a graph without theoretical guidance proved that problem-solving visualizations with a theoretical foundation were more interpretable for researchers and educators. The presentation of the graph was more explicit, and the outcomes can be generalizable to other related PBL studies. Besides, the theory-informed visualization can also be used by teachers to provide differentiated scaffoldings to support different groups of students when facilitating problem-based learning activities.