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SlimStampen: Is it just right?

SlimStampen: Is it just right?. What the data tells us so far. Steffen Bürgers, Hedderik van Rijn Rijksuniversiteit Groningen. Reminder: Why are we doing this?. SlimStampen leads to better knowledge retention when learning facts than other methods. What we wanted to test.

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SlimStampen: Is it just right?

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  1. SlimStampen: Is it just right? What the data tells us so far. Steffen Bürgers, Hedderik van Rijn Rijksuniversiteit Groningen

  2. Reminder: Why are we doing this? • SlimStampen leads to better knowledge retention when learning facts than other methods.

  3. What we wanted to test • (1) Is SlimStampen helpful for students with learning disabilities? • (2) Is SlimStampen suitable for multiple choice questions? • (3) Is computer-learning (especially SlimStampen) fun?

  4. Study overview *(SlimStampen/Flashcard)

  5. Results: All partners

  6. Results: Orchardville

  7. Results: CRPG

  8. Results: Rea college

  9. Result evaluation • (1) Is SlimStampen better than the flashcard method for students with learning disabilities?  No. • (2) Is SlimStampen better than the flashcard method for multiple choice questions?  No. BUT: Take into account study limitations!

  10. Limitations • (1) Small group sizes. • (2) Variability within/between groups. • (3) Variability in question items.

  11. Limitations: (1) Small groups *(SlimStampen/Flashcard)

  12. Limitations: (2) Group variability

  13. Limitations: (3) Question variability • Different types of questions in one list Example: First Aid questionnaires Q1 = What number do you call for emergency services in the Europe? Q2 = How many chest compressions and breaths should you give in CPR? /a) 20:1 /b) 30:4 /c) 30:2 /d) 30:3

  14. Limitations: (3) Question variability b) Different types of questions between lists Example: First Aid & questionnaires Q1 = What number do you call for emergency services in the Europe? Q2 = NIC: Network Interface Card Isthe SlimStampen methodaffectedbyquestionlength?

  15. Limitations: Possible solutions • Statistically separate MC and essayquestions • Statisticallytakeintoaccountquestionlength • Combinegroups of participants (e.g. all firstaidcourses) to increasesamplesize • Collectmoredata

  16. Motivation and learning satisfaction • Is computer-learning (especially SlimStampen) fun? • Do students think it is useful? (1) (2) (3) (4)

  17. Motivation and learning satisfaction

  18. Motivation and learning satisfaction • Do the students like to use the computer for their studies? – Yes! • Is it more fun to study with SlimStampen than with the flashcard method? – We don’t know yet.

  19. Future directions • Assess whether learning satisfaction is greater for SS compared to FC • Do thorough statistical analysis on final data sets  take into account details of learning sessions + whether items are MC or essay • Ongoing data acquisition at Rea college

  20. Thank you! Questions?

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