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Simulation Assisted Learning in Statistics: How Important are Students’ Characteristics?

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Abstract

A simulation assisted learning method is introduced to deal with students’ misconceptions concerning the properties of estimators; bias, efficiency and consistency. The design of the exercise is based on cognitive conflict theory, i.e. the simulations provide contradictory information to obtain a conceptual change and induce students to abandon misconceptions. The evaluation of the intervention is done by a pre-test and both a post-test and a delayed post-test. As predicted by the cognitive conflict theory, individual characteristics, such as values and attitudes towards learning and passing a prior mathematical course, are important to obtain a meaningful cognitive conflict.

Suggested Citation

  • William Nilsson & Tomás del Barrio Castro, 2013. "Simulation Assisted Learning in Statistics: How Important are Students’ Characteristics?," DEA Working Papers 56, Universitat de les Illes Balears, Departament d'Economía Aplicada.
  • Handle: RePEc:ubi:deawps:56
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    File URL: http://www.uib.es/depart/deaweb/deawp/pdf/w56.pdf
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    1. Brañas-Garza, Pablo & García-Muñoz, Teresa & González, Roberto Hernán, 2012. "Cognitive effort in the Beauty Contest Game," Journal of Economic Behavior & Organization, Elsevier, vol. 83(2), pages 254-260.
    2. Quinn McNemar, 1947. "Note on the sampling error of the difference between correlated proportions or percentages," Psychometrika, Springer;The Psychometric Society, vol. 12(2), pages 153-157, June.
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    Keywords

    Monte-Carlo simulation; misconception; cognitive conflict;

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate

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