Simulation Assisted Learning in Statistics: How Important are Students’ Characteristics?
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.
|Date of creation:||2013|
|Date of revision:|
|Contact details of provider:|| Postal: |
Web page: http://www.uib.es/depart/deaweb/
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- 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.
- Quinn McNemar, 1947. "Note on the sampling error of the difference between correlated proportions or percentages," Psychometrika, Springer, vol. 12(2), pages 153-157, June.
When requesting a correction, please mention this item's handle: RePEc:ubi:deawps:56. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Xisco Oliver)
If references are entirely missing, you can add them using this form.