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.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Association for Achievement and Improvement through Assessment: How can attainment and progress be recorded and tracked. https://www.aaia.org.uk/assessing-without-levels/how-can-attainment-and-progress-be-recorded-and-tracked/ (2019). Accessed 2019/04/01
Calderwood, K.A.: Incorporating multiple epistemologies into teaching statistics to social work students. J. Teach. Social Work 22(1–2), 17–32 (2002)
Delucchi, M.: The efficacy of collaborative learning groups in an undergraduate statistics course. Coll. Teach. 54(2), 244–248 (2006)
de-Marcos, L., Domínguez, A., Saenz-de-Navarrete, J., Pagés, C.: An empirical study comparing gamification and social networking on e-learning. Comput. Educ. 75, 82–91 (2017)
Gal, I.: Adults’ statistical literacy: meanings, components, responsibilities. Int. Stat. Rev. 70(1), 1–51 (2002)
Garfield, J.: The challenge of developing statistical reasoning. J. Stat. Educ. [Online] 10(3) (2002)
Gåsland, M.: Game mechanic based e-learning. Master Thesis, Science and Technology (2011). Retrieved from https://daim.idi.ntnu.no/masteroppgaver/006/6099/masteroppgave.pdf. Accessed 2018/04/04
Glover, I.: Play as you learn: gamification as a technique for motivating learners. In: Herrington, J., Couros, A., Irvine, V. (eds.) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, pp. 1999–2008. AACE, Chesapeake, VA (2013)
Hanus, M.D., Fox, J.: Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Comput. Educ. 152–161 (2015)
Kirkpatrick, D.L.: Evaluating Training Programs: The Four Levels. Berrett-Koehler, San Francisco (1994)
Knowles, M.S.: Self-Directed Learning: A Guide for Learners and Teachers. Englewood Cliffs, Prentice Hall/Cambridge (1975)
Learning Academy. Temasek Polytechnic. http://www.tp.edu.sg/centres/learning-academy (2016). Accessed 2018/04/04
Loveland, J., Schneiter, K.: Teaching statistics with lectures or activities: a comparative study. In: Makar, K., de Sousa, B., Gould, R. (eds.) Sustainability in Statistics Education. Proceedings of the Ninth International Conference on Teaching Statistics, pp. 1–4. ISI, Flagstaff, AZ (2014)
Lovett, M.C., Greenhouse, J.B.: Applying cognitive theory to statistics instruction. Am. Stat. 54(3), 196–206 (2000)
Mollick, E.R., Rothbard, N.: Mandatory fun: consent, gamification and the impact of games at work. In: The Wharton School Research Paper Series (2014)
Onwuegbuzie, A.J., Wilson, V.A.: Statistics anxiety: nature, etiology, antecedents, effects, and treatments—a comprehensive review of the literature. Teach. High. Educ. 8(2), 195–209 (2003)
Peiris, M.S.: A way of teaching statistics: an approach flexible to learning. CAL-laborate 9, 13–15 (2002)
Perkins, D.V., Saris, R.N.: A “jigsaw classroom” technique for undergraduate statistics courses. Teach. Psychol. 28(2), 111–113 (2001)
Rollings, A., Adams, E.: Andrew Rollings and Ernest Adams on Game Design. New Riders, Indianapolis (2003)
Tishkovskaya, S., Lancaster, G.A.: Statistical education in the 21st century: a review of challenges, teaching innovations and strategies for reform. J. Stat. Educ. 20(2), 1–55 (2012)
Winquist, J.R., Carlson, K.A.: Flipped statistics class results: better performance than lecture over one year later. J. Stat. Educ. [Online] 22(3) (2014)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Zhang, H., Fang, L. (2019). Project-Based Learning for Statistical Literacy: A Gamification Approach. In: Väljataga, T., Laanpere, M. (eds) Digital Turn in Schools—Research, Policy, Practice. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-13-7361-9_1
Download citation
DOI: https://doi.org/10.1007/978-981-13-7361-9_1
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-7360-2
Online ISBN: 978-981-13-7361-9
eBook Packages: EducationEducation (R0)