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|
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- 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.
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- 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. Full references (including those not matched with items on IDEAS)
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