Computer or paper analogy puzzles: Does assessment mode influence young children’s strategy progression?

Abstract

In educational and psycho-diagnostic assessment procedures, computerised assessment is gradually replacing paper-based instruments. In computerised instruments, measuring reasoning skills, such as the ability to solve analogies, few differences are found with their paper-based counterparts; however young children may form an exception. Often in these comparisons of assessment mode, only accuracy is considered, whereas examining solution strategies and measuring learning over time are of particular interest to educational psychologists. The current study investigates whether the learning of analogical reasoning and progression of strategy change follow the same patterns in a computerised setting. The equivalence of paper-based and computerised versions of figural analogy puzzles were examined with regard to both accuracy and strategy change in 69 5-year old children (M=5.4 years). All children were asked to solve figural analogy matrices by constructing their answers from puzzle pieces. In the paper condition (N=33), the puzzle pieces could be grabbed and turned over by hand and then placed in the empty quadrant to solve the analogy. In the computer condition (N=36), the children used a computer mouse to carry out these manoeuvres. The assessment of children’s solution strategy progression took place during weekly sessions over four consecutive weeks. Results indicate that the computerised figural analogy task is comparable to the original paper-based version with regard to both difficulty level and progression of strategy change. However, the computerised version took significantly less time to administer and analyse. Another advantage is that testing with computers allows for the registration of supplementary information that could prove useful for more individualised intervention. We conclude that computerised assessment is a sound method for educational psychologists to evaluate 5-year-olds’ analogical reasoning ability and development.