Statistics Education and the Making Statistics More Effective in Schools of Business Conferences

Love, Thomas E.; Hildebrand, David K.

doi:10.1198/000313002317572772

Cited by 25 publications

(25 citation statements)

References 18 publications

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“…However, the pedagogical perspective has been highlighted by this research, without experimental results regarding the learning outcomes. Furthermore, teaching guidelines and initiatives have been proposed as an effort to ameliorate forecasting teaching, learning [29,30] and attract students' attention. Improving lectures and teaching processes with information technology and real events exercises are some of the teaching guidelines with published positive impact on students' motivation.…”

Section: Teaching Forecastingmentioning

confidence: 99%

Gamification of The Future: An Experiment on Gamifying Education of Forecasting

Legaki¹,

Xi²,

Hamari³

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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In this study, we developed a gamified learning platform called F-LauReL xp that employed three gamification strategies (called Horses for Courses, JudgeIt and Metrics to Escape) to help educate statistical, judgmental forecasting and forecasting accuracy respectively. This study presents a quantitative analysis of experimental design concerning learning performance of 261 students of an undergraduate and an MBA course. Treatment and control groups were compared in a series of experiments. The results show that using gamified applications as a complementary teaching tool in a forecasting course had a positive impact on students' learning performance.

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Section: Teaching Forecastingmentioning

confidence: 99%

Gamification of The Future: An Experiment on Gamifying Education of Forecasting

Legaki¹,

Xi²,

Hamari³

et al. 2019

Proceedings of the Annual Hawaii International Conference on System Sciences

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show abstract

“…Bell (2000) emphasised teaching statistics with Microsoft EXCEL. Smith (1998) advocated "learning statistics by doing statistics", and Love and Hildebrand (2002) emphasised practical applications to make statistics more effective in Business Schools.…”

Section: Summary Of Contributionmentioning

confidence: 99%

Teaching International Trade Law to the Google Generation: Perspectives on Teaching a Diverse Audience

Ghori

2011

SSRN Journal

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“…Love and Hildebrand (2002) succinctly summarize the discussions at these conferences in a set of 10 best pedagogical practices: …”

Section: State Of Forecasting and Statistical Educationmentioning

confidence: 99%

Some Initiatives in a Business Forecasting Course

Chu

2007

Journal of Statistics Education

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The paper reports some initiatives to freshen up the typical undergraduate business forecasting course. These include (1) students doing research and presentations on contemporary tools and industry practices such as neural networks and collaborative forecasting (2) insertion of Logistic Regression in the curriculum (3) productive use of applets available on the Internet to convey abstract concepts underlying ARIMA models and (4) showcasing forecasting tools in timely or familiar applications. These initiatives align with the best practices framed across the "Making Statistics More Effective in Schools of Business" (MSMESB) conferences. Course experiences and student feedback are also discussed.

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Statistics Education and the Making Statistics More Effective in Schools of Business Conferences

Cited by 25 publications

References 18 publications

Gamification of The Future: An Experiment on Gamifying Education of Forecasting

Gamification of The Future: An Experiment on Gamifying Education of Forecasting

Teaching International Trade Law to the Google Generation: Perspectives on Teaching a Diverse Audience

Some Initiatives in a Business Forecasting Course

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