How do Students Reason about Statistical Sampling with Computer Simulations? An Integrative Review from a Grounded Cognition Perspective

Abstract

Interactive computer simulations are commonly used as a pedagogical tool to support students’ statistical reasoning. However, whether and how these simulations enable the intended effects remain unclear. Here, we review the literature on students’ reasoning about statistical sampling through simulations. The findings suggest tentative benefits of the simulations in terms of building statistical habits of mind. However, challenges remain persistent when more specific concepts and skills are investigated. Students have difficulty forming an aggregate view of data, interpreting sampling distributions, showing a process-based understanding of the law of large numbers, making statistical inferences, and context independent reasoning. From a grounded cognition perspective, we discuss the roles of repeated practice, specific design elements, and guidance of visual routines for supporting students’ meaning-making from simulations. Finally, we propose testable instructional strategies for using simulations in statistics education. Overall, the paper illuminates the underlying cognitive processes of reasoning about statistical sampling and offers a set of concrete pedagogical considerations that future empirical studies can test.