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The Impact of Vicarious and Enactive Learning from a Digital Game on Statistics Knowledge, Self-Efficacy, and Situational Interest
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Huiqing Hu – ProQuest LLC, 2020
College students often view statistics as challenging and unpleasant to learn (Ben-Zvi et al., 2017). Digital games designed for educational purposes have been found to be effective for promoting statistics learning and motivation to learn statistics (e.g. Boyle et al., 2014). However, research is currently lacking on the best practices for…
Descriptors: Computer Games, Statistics, Self Efficacy, Context Effect