Transcript Using Games to Improve Learning in an Introductory

Using Games to Improve Learning in
an Introductory Statistics Course
and Enhance Student Critical Thinking
Skills
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Alan F. Chow
Kelly C. Woodford
Jeanne D. Maes
Mitchell College of Business
University of South Alabama
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Outline
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Introduction
The Game
Learning Applications
Conclusions
Contact Information
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Introduction
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• 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.
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Introduction
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• 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.
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Introduction
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• 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.
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Introduction
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• 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.
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The Game
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• “Deal or No Deal”
• Website:
http://www.nbc.com/Deal_or_No_Deal/game/flash.shtml
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• The game consists of 26 cases with different
dollar values
• Pick one case.
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The Game
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• Open some of the remaining cases to reveal
their values.
• Calculate the expected value.
• Decide to accept or reject the “Deal”
offered.
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The Game
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• 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.
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Learning Applications
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• Calculating expected value supports
learning in basic statistics course
• Repetition supports learning theory
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– Multiple problems to solve each game
Learning Applications
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• Critical Thinking
– Must be able to think on their feet
– Must make decisions under excitement and
pressure
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Conclusions
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• Teaches statistical applications
• Entices critical thinking at an early stage in
their program
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Conclusions
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• Motivates learning
• Illustrates complex concepts in a
meaningful way
• Enhances transfer knowledge
• Provides alternative assessment methods
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Contact Information
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Alan F. Chow
338 MCOB
Mitchell College of Business
University of South Alabama
Mobile, AL 36688
[email protected]
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