Simulation Assisted Learning in Statistics: How Important are Students’ Characteristics?

William Nilsson and Tomás del Barrio Castro

No 56, DEA Working Papers from Universitat de les Illes Balears, Departament d'Economía Aplicada

Abstract: A simulation assisted learning method is introduced to deal with students’ misconceptions concerning the properties of estimators; bias, efficiency and consistency. The design of the exercise is based on cognitive conflict theory, i.e. the simulations provide contradictory information to obtain a conceptual change and induce students to abandon misconceptions. The evaluation of the intervention is done by a pre-test and both a post-test and a delayed post-test. As predicted by the cognitive conflict theory, individual characteristics, such as values and attitudes towards learning and passing a prior mathematical course, are important to obtain a meaningful cognitive conflict.

Keywords: Monte-Carlo simulation; misconception; cognitive conflict (search for similar items in EconPapers)
JEL-codes: A22 (search for similar items in EconPapers)
Date: 2013
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