Abstract
Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct misconceptions and enhance understanding of correlation. In this study, a mixed method (embedded experiment model) was utilized to examine the effects of SALS-based learning compared with lecture-based learning. The sample was composed of 72 grade-12 students, who were randomly assigned to either the experimental group or the comparison group. The findings reveal that the SALS-based learning approach is significantly more effective than lecture-based learning terms of correcting students' misconceptions and improving their understanding of correlation. The study also uses quantitative and qualitative data to examine how the learning model of the SALS-based learning approach contributes to the enhanced learning outcomes. Finally, practical suggestions were made with regard to directions for future studies.
| Original language | English |
|---|---|
| Pages (from-to) | 143-158 |
| Number of pages | 16 |
| Journal | Journal of Computer Assisted Learning |
| Volume | 26 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2010 Apr 1 |
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Keywords
- CAL
- Cognitive conflict theory
- Simulation
- Statistical misconception
- Statistical understanding
ASJC Scopus subject areas
- Education
- Computer Science Applications
Cite this
The application of Simulation-Assisted Learning Statistics (SALS) for correcting misconceptions and improving understanding of correlation. / Liu, T. C.; Lin, Y. C.; Kinshuk.
In: Journal of Computer Assisted Learning, Vol. 26, No. 2, 01.04.2010, p. 143-158.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - The application of Simulation-Assisted Learning Statistics (SALS) for correcting misconceptions and improving understanding of correlation
AU - Liu, T. C.
AU - Lin, Y. C.
AU - Kinshuk,
PY - 2010/4/1
Y1 - 2010/4/1
N2 - Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct misconceptions and enhance understanding of correlation. In this study, a mixed method (embedded experiment model) was utilized to examine the effects of SALS-based learning compared with lecture-based learning. The sample was composed of 72 grade-12 students, who were randomly assigned to either the experimental group or the comparison group. The findings reveal that the SALS-based learning approach is significantly more effective than lecture-based learning terms of correcting students' misconceptions and improving their understanding of correlation. The study also uses quantitative and qualitative data to examine how the learning model of the SALS-based learning approach contributes to the enhanced learning outcomes. Finally, practical suggestions were made with regard to directions for future studies.
AB - Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct misconceptions and enhance understanding of correlation. In this study, a mixed method (embedded experiment model) was utilized to examine the effects of SALS-based learning compared with lecture-based learning. The sample was composed of 72 grade-12 students, who were randomly assigned to either the experimental group or the comparison group. The findings reveal that the SALS-based learning approach is significantly more effective than lecture-based learning terms of correcting students' misconceptions and improving their understanding of correlation. The study also uses quantitative and qualitative data to examine how the learning model of the SALS-based learning approach contributes to the enhanced learning outcomes. Finally, practical suggestions were made with regard to directions for future studies.
KW - CAL
KW - Cognitive conflict theory
KW - Simulation
KW - Statistical misconception
KW - Statistical understanding
UR - http://www.scopus.com/inward/record.url?scp=77954388106&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=77954388106&partnerID=8YFLogxK
U2 - 10.1111/j.1365-2729.2009.00330.x
DO - 10.1111/j.1365-2729.2009.00330.x
M3 - Article
AN - SCOPUS:77954388106
VL - 26
SP - 143
EP - 158
JO - Journal of Computer Assisted Learning
JF - Journal of Computer Assisted Learning
SN - 0266-4909
IS - 2
ER -