The Force Concept Inventory Across Continents: Testing Q-Matrix Transferability and Cross-Cultural Differences in Mechanics Reasoning

Abstract

The Force Concept Inventory (FCI) is one of the most widely used research-based assessments in physics education, yet the assumption that its underlying cognitive structure is transferable across educational contexts remains largely untested. This study investigates the transferability of FCI Q-matrices using the Generalized Deterministic Inputs, Noisy"And"Gate (G-DINA) cognitive diagnostic applied to two large cohorts: students from the Learning About STEM Student Outcomes (LASSO) online system database in the United States (N = 4,750) and introductory physics students at the University of Johannesburg, South Africa (N = 1,016). Rather than treating the analysis as a local model calibration exercise, we frame the problem as one of cross-context cognitive invariance. Differential Item Functioning (DIF) analyses revealed substantial cross-cultural differences, with 14 of 30 items exhibiting high DIF after controlling for latent skill mastery. These differences were concentrated in force dynamics and contact-force reasoning and remained invariant under alternative Q-matrix specifications. The findings suggest that observed differences reflect genuine variations in students'conceptual reasoning rather than psychometric artifacts, highlighting the importance of validating Q-matrix structures before deploying cognitive diagnostic and adaptive assessments across diverse non-local educational settings.