Effects of Vicarious Learning From a Game on Statistics Knowledge, Self-Efficacy, and Situational Interest

• In Event: Advanced Technologies for Learning SIG Individual Paper Session

Abstract

This study investigated the impact of vicarious learning (learning-by-observing) from a game compared to enactive learning (learning-by-playing) and conventional instruction on college students’ statistics knowledge, self-efficacy, and situational interest. Eighty-seven students learned about distributions by playing a game, watching a mastery model play, or completing a conventional activity. Results showed no differences in knowledge between vicarious and enactive learning. There were no differences across conditions on self-efficacy. Vicarious learning from a game was more effective at promoting triggered situational interest compared to conventional instruction, but not maintained interest compared to enactive learning. This study indicated little support for adopting vicarious learning as an alternative instruction to enactive learning and conventional methods for promoting statistics education.

Authors

• Huiqing Huiqing Hu, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University