Construction and Application of Classroom Cognitive Engagement Assessment Model from the Perspective of Complex Dynamic Systems Theory

Cognitive engagement is an important factor influencing the quality of classroom learning, with significant value in teaching interventions, learning monitoring, and classroom assessment. However, cognitive engagement itself presents the characteristics such as complexity, implicitness, and dynamism, making precise assessment of cognitive engagement in real complex classroom situations extremely challenging. Moreover, traditional assessment techniques are often subjective, while the accuracy and reliability of automated assessments are difficult to guarantee. Therefore, from the perspective of complex dynamic systems theory and based on the Interactive Constructive Active Passive (ICAP) framework, Pekrun model, and Bloom taxonomy, this paper established a three-dimensional explicit representation index system for cognitive engagement, designed a dual-mode cognitive engagement recognition method, and formed a hierarchical model for classroom cognitive engagement assessment. At the same time, this model was applied to the analyis of real classrooms. Results verified the effectiveness of this model and showed that cognitive engagement had multidimensionality, dynamism and individual differences. Through research, this paper was expected to provide theoretical guidance and technical support for perceiving the cognitive engagement status in classrooms, understanding the essence of cognitive engagement, and revealing the evolutionary patterns of cognitive engagement.