The application of Simulation‐Assisted Learning Statistics (SALS) for correcting misconceptions and improving understanding of correlation

Abstract

Simulation-based computer assisted learning (CAL) is recommended to help students understand important statistical concepts, although the current systems are still far from ideal. Simulation-Assisted Learning Statistics (SALS) is a simulation-based CAL that is developed with a learning model that is based on cognitive conflict theory to correct misconceptions and enhance understanding of correlation. In this study, a mixed method (embedded experiment model) was utilized to examine the effects of SALS-based learning compared with lecturebased learning. The sample was composed of 72 grade-12 students, who were randomly assigned to either the experimental group or the comparison group. The findings reveal that the SALS-based learning approach is significantly more effective than lecture-based learning, in terms of correcting students' misconceptions and improving their understanding of correlation. The study also uses quantitative and qualitative data to examine how the learning model of the SALS-based learning approach contributes to the enhanced learning outcomes. Finally, practical suggestions were made with regard to directions for future studies.

Application of an Online Reference for Reviewing Basic Statistical Principles of Operating Room Management

“…Study D) Similarly, high school students studied linear correlation (Liu et al, 2010). The computer group made predictions, received automatic feedback, and experimented with simulations.…”

Improving the frame design of computer simulations for learning: Determining the primacy of the isolated elements or the transient information effects

“…The computer simulation used in this study was extracted and revised from Simulation Assisted Learning Statistics (SALS: Liu, 2010;Liu et al, 2010) that is used for supporting students in learning ten important correlation concepts. The revised version used in this study, named SALS II, was written in the programming language, Ruby on Rails (http://rubyonrails.org/).…”

“…Liu, 2010;Liu, Lin, & Kinshuk, 2010;Morris, 2001), and economics (Huk & Ludwigs, 2009). Although computer simulation is presented in a variety of ways for different learning purposes, simulations can be broadly defined as programs where the users manipulate different values of variables and then immediately obtain the results of the simulation under a preset formula (Rey, 2011).…”

Probability Learning in Computer-Supported Collaborative Argumentation (CSCA) Environment

“…Here, it can be seen that this process helped students remedy their misconceptions. Similarly, the studies of Lee (1988), Chang and Chien (1996), , Liu et al (2010) and Zydney (2010) revealed in their studies that computer supported teaching was effective in remedying misconceptions.…”

“…Computer-Supported Teaching (CST) is a strategy that has been employed lately in teaching processes around the World (Baki, Kösa and Güven, 2011;Gürbüz, Erdem and Fırat, 2012;Huang, Liu and Shiu, 2008;Lazakidou and Retalis, 2010;Liu, Lin and Kinshuk, 2010;Monteserin et al, 2010;Zydney, 2010). CST can be defined as an interactive teaching strategy which is used in organizing the materials in a computer environment, which easily displays them to students and thus, enhances learning.…”