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024 7 _a10.1007/978-3-658-08335-9
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100 1 _aIten, Glena.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
_924945
245 1 0 _aImpact of Visual Simulations in Statistics
_h[electronic resource] :
_bThe Role of Interactive Visualizations in Improving Statistical Knowledge /
_cby Glena Iten.
250 _a1st ed. 2015.
264 1 _aWiesbaden :
_bSpringer Fachmedien Wiesbaden :
_bImprint: Springer,
_c2015.
300 _aIX, 48 p. 6 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aBestMasters,
_x2625-3577
505 0 _aStatistical Misconceptions -- Effective Instructional Design Principles -- Application of Design Principles to Investigate the Effect of Statistical Simulations -- Quantitative and Qualitative Analysis of Improvement in Statistical Knowledge.     .
520 _aGlena Iten investigates the impact of interactive visual simulations on conceptual understanding of statistical principles. Overall, all students were able to increase their knowledge by working with visual simulations, whereas students who could manipulate statistical graphs in the simulation on their own were significantly faster. Currently, interactive learning tools explaining statistical concepts are widely spread, but only few are tested. Well-structured interactive learning programs with visual simulations have in the past been shown to be effective. By applying effective instructional design principles, an online tutorial where students could either manipulate or only observe changes in the visual simulations, was developed. Practical implications and opportunities for further investigations in this research project are discussed. Contents Statistical Misconceptions Effective Instructional Design Principles Application of Design Principles to Investigate the Effect of Statistical Simulations Quantitative and Qualitative Analysis of Improvement in Statistical Knowledge Target Groups Researchers and students in psychology, statistics, instructional/educational studies Teachers in sciences and mathematics The Author Glena Iten has studied Psychology with specialization in Human-Computer Interaction. She is currently working as a doctoral student and research associate at the Department of Psychology at the University of Basel.
650 0 _aPsychology.
_924946
650 0 _aPsychology—Methodology.
_924947
650 0 _aPsychological measurement.
_924948
650 1 4 _aGeneral Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20110
_924949
650 2 4 _aPsychological Methods/Evaluation.
_0https://scigraph.springernature.com/ontologies/product-market-codes/Y20040
_924950
710 2 _aSpringerLink (Online service)
_924951
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783658083366
776 0 8 _iPrinted edition:
_z9783658083342
830 0 _aBestMasters,
_x2625-3577
_924952
856 4 0 _uhttps://doi.org/10.1007/978-3-658-08335-9
912 _aZDB-2-BHS
912 _aZDB-2-SXBP
999 _c181941
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