Effectiveness of Computer-Based Instruction in Statistics: A Meta-Analysis

Sosa, Giovanni; Berger, Dale E.; Saw, Amanda

doi:10.1037/e655882007-001

Cited by 9 publications

(13 citation statements)

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“…In general, the broad conclusions drawn about the effects of CAI on student learning parallel those of the SCL literature (Kulik and Kulik, 1991). While a diverse sampling of studies suggests that CAI improves student performance outcomes (Kulik et al, 1980;Kulik and Kulik, 1991;Bayraktar, 2001;Rosenberg et al, 2003;Liao, 2007;Sosa et al, 2011;Merchant et al, 2014), some suggest there is a lingering need to develop validated and standardized measures to better triangulate how student engagement with SCL and CAI influences learning processes and outcomes (Lee and Hannafin, 2016). All in all, at a time when healthcare education is undergoing significant revisions, it is imperative to understand the close relationship between CAI and SCL, as well as the effects these teaching strategies have on the delivery and acquisition of content knowledge across various biomedical disciplines.…”

Section: Introductionmentioning

confidence: 92%

Breaking with Tradition: A Scoping Meta‐Analysis Analyzing the Effects of Student‐Centered Learning and Computer‐Aided Instruction on Student Performance in Anatomy

Wilson

Brown

Misch

et al. 2018

Anatomical Sciences Ed

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While prior meta-analyses in anatomy education have explored the effects of laboratory pedagogies and histology media on learner performance, the effects of student-centered learning (SCL) and computer-aided instruction (CAI) have not been broadly evaluated. This research sought to answer the question, "How effective are student-centered pedagogies and CAI at increasing student knowledge gains in anatomy compared to traditional didactic approaches?" Relevant studies published within the past 51 years were searched using five databases. Predetermined eligibility criteria were applied to the screening of titles and abstracts to discern their appropriateness for study inclusion. A summary effect size was estimated to determine the effects of SCL and CAI on anatomy performance outcomes. A moderator analysis of study features was also performed. Of the 3,035 records screened, 327 underwent full-text review. Seven studies, which comprised 1,564 participants, were included in the SCL analysis. An additional 19 studies analyzed the effects of CAI in the context of 2,570 participants. Upon comparing SCL to traditional instruction, a small positive effect on learner performance was detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P = 0.006). Likewise, students with CAI exposure moderately outscored those with limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further analysis of CAI studies identified effects (P ≤ 0.001) for learner population, publication period, interventional approach, and intervention frequency. Overall, learners exposed to SCL and supplemental CAI outperformed their more classically-trained peers as evidenced by increases in short-term knowledge gains. Anat Sci Educ. © 2018 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 92%

Breaking with Tradition: A Scoping Meta‐Analysis Analyzing the Effects of Student‐Centered Learning and Computer‐Aided Instruction on Student Performance in Anatomy

Wilson

Brown

Misch

et al. 2018

Anatomical Sciences Ed

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“…One approach-recommended by the Guidelines for Assessment and Instruction in Statistics Education (GAISE) college report-involves decreasing the emphasis on hand calculation of formulas in favor of learning to conduct and interpret data analysis more realistically using statistical software (GAISE College Report, 2016). Aligned with these recommendations, many instructors expose students either to the actual use of statistical software through lab-based assignments or to interpretation of statistical tables and graphs generated from popular software (Bartz & Sabolik, 2001;Sosa, Berger, Saw, & Mary, 2011).…”

mentioning

confidence: 99%

Statistical Software Output in the Classroom: A Comparison of R and SPSS

Rode

Ringel

2019

Teaching of Psychology

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The current study examines whether R or SPSS output induces greater initial anxiety in students and whether anxiety toward one or both changes after being taught one type of software output throughout the course. The authors each taught an introductory statistics course, with the first course ( n = 43) teaching R output exclusively and the second course ( n = 39) teaching SPSS output exclusively. Students in both courses were given surveys assessing their anxiety and confidence toward R and SPSS output on the first and last days of class. Students initially reported greater anxiety and lower confidence when viewing R compared to SPSS output. However, the initial difference between R- and SPSS-related anxiety and confidence level disappeared when students were taught R and decreased substantially when students were taught SPSS. The results suggest that although R output may seem more intimidating initially, students adapt to it as well as they do to SPSS.

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“…AI-based learning environments are becoming increasingly prominent within education (cf. Mitrovic 2003;Suraweera and Mitrovic 2004;Razzaq et al 2005;Koedinger and Corbett 2006;Heffernan et al 2008;Mitrovic et al 2009;Razzaq and Heffernan 2009;Sosa et al 2011), and many such environments provide detailed log files which can support fine-grained analysis through educational data mining techniques (Baker and Yacef 2009). More specifically, we will study these issues within a Cognitive Tutor .…”

Section: Carelessnessmentioning

confidence: 99%

“…Though improved engagement has been seen as part of the promise of computeraided instruction (Becker 2000;Sosa et al 2011), disengagement appears to be a problem among students using various forms of computer-aided instruction, even when the instruction as a whole is seen as quite engaging (cf. Schofield 1995).…”

Section: Introductionmentioning

confidence: 99%

Carelessness and Affect in an Intelligent Tutoring System for Mathematics

Pedro

Baker

Rodrigo

2014

Int J Artif Intell Educ

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We investigate the relationship between students' affect and their frequency of careless errors while using an Intelligent Tutoring System for middle school mathematics. A student is said to have committed a careless error when the student's answer is wrong despite knowing the skill required to provide the correct answer. We operationalize the probability that an error is careless through the use of an automated detector, developed using educational data mining, which infers the probability that an error involves carelessness rather than not knowing the relevant skill. This detector is then applied to log data produced by high-school students in the Philippines using a Cognitive Tutor for scatterplots. We study the relationship between carelessness and affect, triangulating between the detector of carelessness and field observations of affect. Surprisingly, we find that carelessness is common among students who frequently experience engaged concentration. This finding implies that a highly engaged student may paradoxically become overconfident or impulsive, leading to more careless errors. In contrast, students displaying confusion or boredom make fewer careless errors. Further analysis over time suggests that confused and bored students have lower learning overall. Thus, their mistakes appear to stem from a genuine lack of knowledge rather than carelessness.

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Effectiveness of Computer-Based Instruction in Statistics: A Meta-Analysis

Cited by 9 publications

References 0 publications

Breaking with Tradition: A Scoping Meta‐Analysis Analyzing the Effects of Student‐Centered Learning and Computer‐Aided Instruction on Student Performance in Anatomy

Breaking with Tradition: A Scoping Meta‐Analysis Analyzing the Effects of Student‐Centered Learning and Computer‐Aided Instruction on Student Performance in Anatomy

Statistical Software Output in the Classroom: A Comparison of R and SPSS

Carelessness and Affect in an Intelligent Tutoring System for Mathematics

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