Effectiveness of using Decision trees to increase student's analytical skills and cognitive development in education

Bibliographic Data

ID21631998
AuthorsKonstantin Bogdanov (Department of Informatics and Computer Engineering, Reshetnev Siberian State University of Science and Technology, Krasnoyarsk, Russian Federation), Dmitry Gura (0000-0002-2748-9622, Department of Cadastre and Geoengineering, Kuban State Technological University, Krasnodar, Russian Federation, corresponding author), Dustnazar Khimmataliev (0009-0008-6552-3925, Department of Pedagogy, Chirchik State Pedagogical Universitete, Chirchik, Uzbekistan), Yulia Bogdanova (Department of Foreign Languages, Federal State Budgetary Educational Institution of Higher Education Northern Trans-Ural State Agricultural University, Tyumen, Russian Federation), Y V Bogdanova (0000-0002-1356-0598, Ural State Agrarian University)
Year2024
Pages1-10
Publication date2024-07-29
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInteractive Learning Environments (JOURNAL)
Journal identifiersISSN: 1049-4820 • E-ISSN: 1744-5191
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10494820.2024.2372641
OpenAlexW4401091116
LanguageEN
References cited17

The research entails an evaluation of the efficacy of employing decision trees to augment students’ analytical capacities, encompassing the determination of self-efficacy levels and cognitive loads among students. The sample included 160 students divided into two groups. The present research collected the data using a questionnaire to analyse self-efficacy and cognitive load among students: the research revealed no significant differences in self-efficacy between the two groups of participants (F = 0.01, p > 0.05). The mean cognitive workload and cognitive effort values in the experimental group are 3.01 and 3.46 respectively, while in the control group, they are 2.94 and 3.42. These findings indicate that students in the experimental group exhibit slightly higher levels of the measured indicators compared to the control group; however, these differences are not statistically significant. The practical significance of this work lies in the absence of detected differences between the groups, which may indicate that both methods could be equivalent in terms of enhancing students’ analytical skills. This finding could influence the development of educational programs and enhance their effectiveness

Cognition · Cognitive development · Mathematics education · Computer Science · Educational Games and Gamification · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology

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