Learning statistics with interactive pictures using R Shiny: Generally preferred, but not generally advantageous

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
F. Zhao, Lena Schützler, O. Christ, R. Gaschler
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引用次数: 1

Abstract

Constructing interactive web apps has become more accessible for instructors, for example, by using the R package Shiny. Here we explored learners' preferences and the efficiency of interactive simulations versus static pictures in acquiring statistics knowledge of Cohen's d and standard normal distribution. Results revealed that students' spontaneous interaction with pictures was infrequent (pilot study, N = 26). While prompts (Exp. 1, N = 152) effectively ensured the manipulation of simulations, student exposure to interactive simulations led to longer learning times though similar test performance compared with student exposure to static pictures. Multiple interactive representations led to lower test performance than single interactive and static representations (Exp. 2, N = 117). Though no advantage was gained regarding learning outcomes, participants preferred the interactive variant (Exp. 3, N = 119). Taken together, this study demonstrates that the superiority of interactive pictures cannot be assumed to hold in general. Further work should evaluate how mental model construction can be effectively scaffolded by interactive simulations.
使用R Shiny使用交互式图片学习统计数据:通常是首选,但通常不是有利的
例如,通过使用R软件包Shiny,构建交互式网络应用程序对教师来说变得更加容易。在这里,我们探讨了学习者在获取Cohen d和标准正态分布的统计知识方面的偏好以及交互模拟与静态图片的效率。结果显示,学生与图片的自发互动很少(试点研究,N=26)。虽然提示(实验1,N=152)有效地确保了模拟的操作,但与学生接触静态图片相比,学生接触交互式模拟会导致更长的学习时间,尽管测试表现相似。多个交互式表示比单个交互式和静态表示导致更低的测试性能(实验2,N=117)。尽管在学习结果方面没有取得优势,但参与者更喜欢互动变体(实验3,N=119)。总之,这项研究表明,互动图片的优越性不能被认为是普遍存在的。进一步的工作应该评估如何通过交互式模拟有效地搭建心理模型。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Teaching Statistics
Teaching Statistics EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.10
自引率
25.00%
发文量
31
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