Using Games to Improve Learning in an Introductory Statistics Course
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Using Games to Improve Learning in an Introductory Statistics Course and Enhance Student Critical Thinking Skills. Alan F. Chow Kelly C. Woodford Jeanne D. Maes Mitchell College of Business University of South Alabama. Outline. Introduction The Game Learning Applications Conclusions

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Using Games to Improve Learning in an Introductory Statistics Course and Enhance Student Critical Thinking Skills

Alan F. Chow

Kelly C. Woodford

Jeanne D. Maes

Mitchell College of Business

University of South Alabama


Outline
Outline Statistics Course

  • Introduction

  • The Game

  • Learning Applications

  • Conclusions

  • Contact Information


Introduction
Introduction Statistics Course

  • Alternative Learning Activity

    • We have looked for alternative learning activities that will not only enhance the students’ initial understanding of basic probability concepts, but also foster an enhanced level of transfer knowledge.


Introduction1
Introduction Statistics Course

  • Activity Theory

    • Learning is conceptualized not just as a function of a game itself, but rather as a transformation that occurs due to the dynamic relations between and among player(s), the game, and any intervening social structure.


Introduction2
Introduction Statistics Course

  • Redundancy and Repetition

    • In assessing the mastery level of performance for students, the instructor must determine the method and criteria for mastery (Dick, Carey, and Carey, 2005). One approach is to provide students with adequate opportunities to exhibit their learned ability.


Introduction3
Introduction Statistics Course

  • Redundancy and Repetition

    • Some innovative instructional methods such as the game method we propose have the added value of fostering retention of meaningful material through repetition.


The game
The Game Statistics Course

  • “Deal or No Deal”

  • Website: http://www.nbc.com/Deal_or_No_Deal/game/flash.shtml

  • The game consists of 26 cases with different dollar values

  • Pick one case.


The game1
The Game Statistics Course

  • Open some of the remaining cases to reveal their values.

  • Calculate the expected value.

  • Decide to accept or reject the “Deal” offered.


The game2
The Game Statistics Course

  • Our Conditions

    • Must calculate expected value for each deal.

    • Must continue to play the game until the deal is at least equal to the expected value.

    • Must show all calculations.


Learning applications
Learning Applications Statistics Course

  • Calculating expected value supports learning in basic statistics course

  • Repetition supports learning theory

    • Multiple problems to solve each game


Learning applications1
Learning Applications Statistics Course

  • Critical Thinking

    • Must be able to think on their feet

    • Must make decisions under excitement and pressure


Conclusions
Conclusions Statistics Course

  • Teaches statistical applications

  • Entices critical thinking at an early stage in their program


Conclusions1
Conclusions Statistics Course

  • Motivates learning

  • Illustrates complex concepts in a meaningful way

  • Enhances transfer knowledge

  • Provides alternative assessment methods


Contact information

Alan F. Chow Statistics Course

338 MCOB

Mitchell College of Business

University of South Alabama

Mobile, AL 36688

[email protected]

Contact Information


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