Developing Simulation-based Computer Assisted Learning to Correct Students' Statistical Misconceptions based on Cognitive Conflict Theory, using "Correlation" as an Example

Developing Simulation-based Computer Assisted Learning to Correct Students' Statistical Misconceptions based on Cognitive Conflict Theory, using "Correlation" as an Example

ABSTRACT 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 stat...

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Veröffentlicht in:Journal of Educational Technology & Society. - International Forum of Educational Technology & Society. - 13(2010), 2, Seite 180-192
Format: Online-Aufsatz
Veröffentlicht: 2010
Zugriff auf das übergeordnete Werk:Journal of Educational Technology & Society
Schlagworte:Simulation-based CAL Misconception Cognitive conflict theory Learning model Cognitive load Dynamically linked multiple representations Social sciences Education Mathematics Behavioral sciences Arts
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520 |a ABSTRACT 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. 
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