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Digital Turn in Schools—Research, Policy, PracticeProject-Based Learning for Statistical Literacy: A Gamification Approach

Digital Turn in Schools—Research, Policy, Practice: Project-Based Learning for Statistical... [Statistical literacy can be described as having the ability to interpret and critically evaluate statistical information, data-related views or arguments and finally able to discuss or communicate their reactions to such information. It requires an integration of knowledge that transcends formulas and rules. Statistics teachers are challenged to provide activities and support for the students to develop sufficient and coherent understanding to discuss or articulate their reactions to statistical information. The project-based learning approach, where students collectively conduct a statistical study, along with the use of gamification as a technique to increase motivation, was designed to address these challenges. This qualitative study thus examines the impact of infusing gamification elements drawn from a popular gaming genre through project-based learning, on a traditionally delivered subject. A total of 28 second-year Biomedical Engineering Diploma students at Temasek Polytechnic, Singapore, underwent this gamification approach for 15 weeks, from November 2017 to February 2018. Data were collected through surveys, interviews and formative assessment performances. Findings found all the gamification elements were relevant to the students’ motivation and learning processes and their achievement of statistical literacy.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Digital Turn in Schools—Research, Policy, PracticeProject-Based Learning for Statistical Literacy: A Gamification Approach

Part of the Lecture Notes in Educational Technology Book Series
Editors: Väljataga, Terje; Laanpere, Mart
Zhang, Huiyu; Fang, Linda
Digital Turn in Schools—Research, Policy, Practice — Jun 5, 2019
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References (15)

Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2019
ISBN
978-981-13-7360-2
Pages
3 –16
DOI
10.1007/978-981-13-7361-9_1
Publisher site
See Chapter on Publisher Site

Abstract

[Statistical literacy can be described as having the ability to interpret and critically evaluate statistical information, data-related views or arguments and finally able to discuss or communicate their reactions to such information. It requires an integration of knowledge that transcends formulas and rules. Statistics teachers are challenged to provide activities and support for the students to develop sufficient and coherent understanding to discuss or articulate their reactions to statistical information. The project-based learning approach, where students collectively conduct a statistical study, along with the use of gamification as a technique to increase motivation, was designed to address these challenges. This qualitative study thus examines the impact of infusing gamification elements drawn from a popular gaming genre through project-based learning, on a traditionally delivered subject. A total of 28 second-year Biomedical Engineering Diploma students at Temasek Polytechnic, Singapore, underwent this gamification approach for 15 weeks, from November 2017 to February 2018. Data were collected through surveys, interviews and formative assessment performances. Findings found all the gamification elements were relevant to the students’ motivation and learning processes and their achievement of statistical literacy.]

Published: Jun 5, 2019

Keywords: Biostatistics; Project-based learning; Collaborative learning; Gamification; Motivation

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