Developing simulation-based computer assisted learning to correct students' statistical misconceptions based on cognitive conflict theory, using "correlation" as an example

Tzu Chien Liu

研究成果: 雜誌貢獻文章

18 引文 (Scopus)

摘要

Understanding and applying statistical concepts is essential in modern life. However, common statistical misconceptions limit the ability of students to understand statistical concepts. Although simulation-based computer assisted learning (CAL) is promising for use in students learning statistics, substantial improvement is still needed. For example, few simulation-based CALs have been developed to address statistical misconceptions, most of the studies about simulation-based CAL for statistics learning lacked theoretical backgrounds, and design principles for enhancing the effectiveness of dynamically linked multiple representations (DLMRs), which is the main mechanism of simulation-based CAL, are needed. Therefore, this work develops a simulation-based CAL prototype, Simulation Assisted Learning Statistics (SALS), to correct misconceptions about the statistical concept of correlation. The proposed SALS has two novel elements. One is the use of the design principles based on cognitive load and the other is application of the learning model based on cognitive conflict theory. Further, a formative evaluation is conducted by using a case study to explore the effects and limitations of SALS. Evaluation results indicate that despite the need for further improvement, SALS is effective for correcting statistical misconceptions. Finally, recommendations for future research are proposed.

原文英語
頁(從 - 到)180-192
頁數13
期刊Educational Technology and Society
13
發行號2
出版狀態已發佈 - 2010 四月 1

指紋

Correlation theory
conflict theory
cognitive theory
Statistics
Students
simulation
learning
statistics
student
evaluation

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

引用此文

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