这项研究调查了在技术丰富的环境中，一个人的解决问题的风格如何影响他/她的解决问题的表现。借鉴体验式学习理论，我们提取了两个行为指标(即，规划解决问题的持续时间和人机交互频率），以在技术丰富的环境中对问题解决方式进行建模。我们使用了现有的数据集，其中7516名参与者响应了2012年国际成人能力评估计划（PIAAC）的14项基于技术的任务。聚类分析揭示了三种解决问题的方式：表演表示偏爱积极探索；反思代表观察的趋势；而Shirking则倾向于稀缺的选拔和很少的观察。解释性项目响应建模分析显示，具有代理风格的个人优于具有反射或Shirking风格的个人，这种优势在不同困难的任务中仍然存在。
This study investigated how one\'s problem-solving style impacts his/her problem-solving performance in technology-rich environments. Drawing upon experiential learning theory, we extracted two behavioral indicators (i.e., planning duration for problem solving and human-computer interaction frequency) to model problem-solving styles in technology-rich environments. We employed an existing data set in which 7516 participants responded to 14 technology-based tasks of the Programme for the International Assessment of Adult Competencies (PIAAC) 2012. Clustering analyses revealed three problem-solving styles: Acting indicates a preference for active explorations; Reflecting represents a tendency to observe; and Shirking shows an inclination toward scarce tryouts and few observations. Explanatory item response modeling analyses disclosed that individuals with the Acting style outperformed those with the Reflecting or the Shirking style, and this superiority persisted across tasks with different difficulties.
