My Scholarly Reflections

This is where I tell what I think, so that I see what I say

Literature scan: Realistic scenarios and teaching of statistics

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Novak, E., Johnson, T. E., Tenenbaum, G., & Shute, V. J. 2014. Effects of an instructional gaming characteristic on learning effectiveness, efficiency, and engagement: using a storyline for teaching basic statistical skills. Interactive Learning Environments: 1-16.

The experiment: Students in a statistics course were provided problems with an added element termed as a ‘storyline game characteristic’ whereby a real life scenario was created and a statistical problem was embedded in it.

Experiment outcome: The storyline did  not increase student performance or engagement.

 My take on it: I suspect that what the researchers call the storyline element is in fact not a proper story. They do not provide details on what constituted the storyline except a screen grab (figure 2 p.6) and a brief description (p.6). The students play the role of a career coach and advise clients on the best career options based on the statistical information provided. In this situation it is obvious that adding the role playing element may have unlikely enhanced cognitive elements of problem. Such add ons may inhibit learning as the storyline is not an intrinsic part of the problem but a diversion; The authors do highlight this point.  in the discussion section. But then this begs the question: how to create learning experiences involving problem solving embedded in a story in the proper literary sense of the word? My literature scan continues to look for  answers …

The authors highlight  variance in emotional experience of learners to games; this is a good point which I guess I have overlooked so far assuming that everyone experiences games in the same way. Some students may like to get on with the task of learning the concept in a drill-like fashion and getting on with their lives without the messy emotional entanglements associated with games, but others may enjoy the visceral experiences. But then it is also said that stories are the fundamental means through which humans learn. This issue needs further exploration I guess…

Other useful finds: The article provides a proxy for measuring ‘student engagement’:  The Instructional Material Motivation Survey (IMMS) developed by Song & Keller (2001). Given my special interest in the topic of engagement in interaction design, this could provide interesting clues as to how the L&T crowd views engagement (as opposed to game developers, movie makers, web designers, writers etc!)

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Written by Amer Khan

March 7, 2014 at 11:11 am

Posted in Uncategorized

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