Improving the Teaching of Hypothesis Testing Using a Divide-and-Conquer Strategy and Content Exposure Control in a Gamified Environment

Delgado Gómez, David; Gónzalez-Landero, Franks; Montes-Botella, Carlos; Sujar, Aaron; Bayona, Sofia; Martino, Luca

Publication:
Improving the Teaching of Hypothesis Testing Using a Divide-and-Conquer Strategy and Content Exposure Control in a Gamified Environment

dc.affiliation.dpto	UC3M. Departamento de Estadística	es
dc.contributor.author	Delgado Gómez, David
dc.contributor.author	Gónzalez-Landero, Franks
dc.contributor.author	Montes-Botella, Carlos
dc.contributor.author	Sujar, Aaron
dc.contributor.author	Bayona, Sofia
dc.contributor.author	Martino, Luca
dc.date.accessioned	2021-07-06T11:00:18Z
dc.date.available	2021-07-06T11:00:18Z
dc.date.issued	2020-12
dc.description	This article belongs to the Special Issue Active Methodologies for the Promotion of Mathematical Learning	en
dc.description.abstract	Hypothesis testing has been pointed out as one of the statistical topics in which students present more misconceptions. In this article, an approach based on the divide-and-conquer methodology is proposed to facilitate its learning. The proposed strategy is designed to sequentially explain and evaluate the different concepts involved in hypothesis testing, ensuring that a new concept is not presented until the previous one has been fully assimilated. The proposed approach, which contains several gamification elements (i.e., points or a leader-board), is implemented into an application via a modern game engine. The usefulness of the proposed approach was assessed in an experiment in which 89 first-year students enrolled in the Statistics course within the Industrial Engineering degree participated. Based on the results of a test aimed at evaluating the acquired knowledge, it was observed that students who used the developed application based on the proposed approach obtained statistically significant higher scores than those that attended a traditional class (p-value < 0.001), regardless of whether they used the learning tool before or after the traditional class. In addition, the responses provided by the students who participated in the study to a test of satisfaction showed their high satisfaction with the application and their interest in the promotion of these tools. However, despite the good results, they also considered that these learning tools should be considered as a complement to the master class rather than a replacement.	en
dc.format.extent	14
dc.identifier.bibliographicCitation	Delgado-Gómez, D., González-Landero, F., Montes-Botella, C., Sujar, A., Bayona, S. & Martino, L. (2020). Improving the Teaching of Hypothesis Testing Using a Divide-and-Conquer Strategy and Content Exposure Control in a Gamified Environment. Mathematics, 8(12), 2244.	en
dc.identifier.doi	https://doi.org/10.3390/math8122244
dc.identifier.issn	2227-7390
dc.identifier.publicationfirstpage	2244
dc.identifier.publicationissue	12
dc.identifier.publicationtitle	Mathematics	en
dc.identifier.publicationvolume	8
dc.identifier.uri	https://hdl.handle.net/10016/33007
dc.identifier.uxxi	AR/0000027632
dc.language.iso	eng
dc.publisher	MDPI
dc.rights	© 2020 by the authors.	en
dc.rights	Atribución 3.0 España	*
dc.rights.accessRights	open access	en
dc.rights.uri	http://creativecommons.org/licenses/by/3.0/es/	*
dc.subject.eciencia	Estadística	es
dc.subject.other	Education	en
dc.subject.other	Learning environments	en
dc.subject.other	Educational games	en
dc.subject.other	Engineering students	en
dc.title	Improving the Teaching of Hypothesis Testing Using a Divide-and-Conquer Strategy and Content Exposure Control in a Gamified Environment	en
dc.type	research article	*
dc.type.hasVersion	VoR	*
dspace.entity.type	Publication