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Multimedia Statistics: A design-based study of the benefits of student-generated multimedia for learning in a foundation-level statistics course
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, , , University of San Francisco, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Education doctoral students in four different sections of a foundational statistics course (over the period of two years) demonstrated their understanding of key concepts though creating multimedia products. Students were required to create multimedia products for two different concepts that were randomly assigned by the instructor. This investigation proposed that using the assessment challenge of student-generated multimedia products would encourage learners to develop a deeper statistical understanding as well as leading to a more active level of learning. This paper provides an initial snapshot of the student work and student perceptions in these multimedia statistics classes. The results were highly encouraging since students appeared to display both a deeper level of understanding and a higher level of engagement relative to previous versions of the course taught by the same instructor.

Citation

Mitchell, M., Capella, E. & Andreatta, P. (2004). Multimedia Statistics: A design-based study of the benefits of student-generated multimedia for learning in a foundation-level statistics course. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3968-3975). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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