TY - JOUR
T1 - The contribution of a decision support system to complex educational decisions
AU - Klein, Joseph
PY - 2005/6
Y1 - 2005/6
N2 - This study examined the effect of complexity of problems on the degree of disparity between intuitive (PDM) and computer-assisted (DSS) decision-making. 840 teachers chose intuitive solutions for educational dilemmas, and recorded the relative importance of the guiding criteria. Utilizing this information, DSS calculated preferred solutions. Of the 2 measures of complexity, the number of alternatives contributed more significantly than did the number of criteria to explanation of the variance between PDM and DSS. This finding casts light on cognitive processes activated during complex decision-making and clarifies the conditions under which the use of DSS in schools is advisable.
AB - This study examined the effect of complexity of problems on the degree of disparity between intuitive (PDM) and computer-assisted (DSS) decision-making. 840 teachers chose intuitive solutions for educational dilemmas, and recorded the relative importance of the guiding criteria. Utilizing this information, DSS calculated preferred solutions. Of the 2 measures of complexity, the number of alternatives contributed more significantly than did the number of criteria to explanation of the variance between PDM and DSS. This finding casts light on cognitive processes activated during complex decision-making and clarifies the conditions under which the use of DSS in schools is advisable.
UR - http://www.scopus.com/inward/record.url?scp=24944553526&partnerID=8YFLogxK
U2 - 10.1080/13803610500101140
DO - 10.1080/13803610500101140
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AN - SCOPUS:24944553526
SN - 1380-3611
VL - 11
SP - 221
EP - 234
JO - Educational Research and Evaluation
JF - Educational Research and Evaluation
IS - 3
ER -