Year: 2022
Type: conference-paper
Study design: Clinical Trial
Abstract: Students often learn statistical techniques and theory without historical context. Would integrating history support student experiences and lead to improved learning? An online randomized cross-over experiment with 135 participants examined (a) comprehension of statistical concepts (Fisher’s exact test and Pearson’s correlation) after watching short videos with and without historical context, and (b) overall attitudes towards including the history of statistics in live/online lectures. Self-reported viewing habits and comprehension were comparable in participants who watched the videos with and without history. Despite this, participants generally had a positive attitude towards its inclusion. Likewise, at least three times as many participants agreed that videos with historical context were preferred, important, and worth the time.
Authors: Catalina Suarez-Rivera, Dean Langan
Institution: University College London
Language: English
Subfield: Statistics and Probability
Field: Mathematics
Domain: Physical Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4307470592