When Do Self-Data Matter in Technology-Supported Statistics Learning?

• In Event: Roundtable Session 10
  In Roundtable Session: Design and Assessment of Learning With Technology

Abstract

The objective of this study was to explore the conditions and contexts in the use of self-data as an instructional tool in a statistics learning context engages learners the most. Eight undergraduate students selected various elements of their life and activities track while taking an introductory statistics course, and explored their data using concepts they were learning in the course. Two themes suggested whether and when self-data mattered: Learners were more interested in tracking those elements of their lives where they felt some form of consequential agency, and where the data had some form of valence to the learners (good or bad, desirable or undesirable).

Authors

• Jeffrey Thayne, Utah State University

• Victor R. Lee, Utah State University