The design and evaluation of Link: A computer‐based learning system for correlation

Abstract

This paper describes the design and evaluation of a computer-assisted learning program called Link, which was designed to be used by psychology students to review their understanding of correlation. Unlike existing computer-assisted learning programs that were reviewed, Link makes use of data from authentic research studies in psychology and provides learner activities that are specifically designed to address students' misconceptions about correlation. A summative evaluation study of Link involving fifty psychology students was carried out to assess the effect on students' understanding of correlation. It was found that the use of Link significantly contributed to students' general understanding of correlation. However, it was found that students use of paper-based instructional materials could also achieve this. The implication of this research outcome is considered in relation to the design and use of computer-assisted learning applications for statistics in higher education. IntroductionThis paper describes the design and evaluation of Link,

Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

“…The theme of Helped understanding supports prior quantitative evaluations that have showed learning benefits from the use of interactive, computer-based activities (e.g., Bliwise, 2005;Morris, 2001;Shute & Gawlick-Grendell, 1994;Shute et al, 1996). These results indicate that even vicarious experience of these interactive, computer-based activities via blending them into a large class, face to face lecture can help understanding.…”

“…Technology, if used constructively, has the potential to improve the learning experience in students during a lecture. While research that focuses on the quantitative outcomes of specific computer-based activities is needed (see e.g., Bliwise, 2005;Morris, 2001;Shute & Gawlick-Grendell, 1994;Shute et al, 1996), a broad-based application of various types of technology such as that which was evaluated in this study is likely to be positively received as a useful learning resource by students. The learning benefits that are likely to arise will reflect upon the visual nature of the media, enhancing an understanding of the practical applications of statistics, and giving a different approach to teaching a given concept.…”

“…Such activities are argued to improve student learning outcomes because they can correct misconceptions (Morris, 2001), make use of representations that are dynamically linked (Meletiou-Mariotheris, 2003;Morris & Scanlon, 2000), and combine declarative knowledge with experiences in working with data (Neumann, 2010). The effects of computer-based activities on quantitative learning outcomes have been assessed for systems such as Stat Lady (Shute & Gawlick-Grendell, 1994;Shute, Gawlick-Grendell, Young & Burnham, 1996), Link (Morris, 2001), a dynamic visualisation of ANOVA, regression and the general linear model (Rey, 2010), and web-based tutorials on statistics (Bliwise, 2005).…”

Identifying Senior High School Students’ Misconceptions About Statistical Correlation, and Their Possible Causes: An Exploratory Study Using Concept Mapping With Interviews

“…However, students who have taken statistics or mathematics courses often still lack knowledge about the relationships among important, functional statistical concepts (Roberts, 1999). Besides, some students hold various statistical misconceptions that hinder their comprehension and application of concepts (Pollatsek, Lima & Well, 1981;Garfield & Ahlgren, 1988;Morris, 2001;Sharma, 2006). For example, it has been revealed that even misconceptions about the mean, one of the most basic statistical concepts, are deeply ingrained in many college students' minds, and this seriously hinders their follow-up learning (Pollatsek et al, 1981).…”

“…Students' misconceptions about correlation and their possible causes are important issues, given that understanding correlation is very important in the modern world, and that students who have attended statistics courses may still hold misconceptions about correlation (Mevarech & Kramarsky, 1997;Morris, 2001;Liu & Garfield, 2002;Sundre, 2003;Moritz, 2004). Moreover, although concepts related to correlation are first introduced at the senior high school level in some countries (e.g., Taiwan) and greatly influence the subsequent learning of statistics, few studies have explored the misconceptions of correlation held by senior high school students.…”