Using virtual labs to teach design and analysis of experiments
- PDF / 525,755 Bytes
- 14 Pages / 595.276 x 790.866 pts Page_size
- 62 Downloads / 193 Views
ORIGINAL PAPER
Using virtual labs to teach design and analysis of experiments José Carlos Miranda-Valenzuela1 · Karla Beatriz Valenzuela-Ocaña1 Received: 28 October 2019 / Accepted: 28 August 2020 © Springer-Verlag France SAS, part of Springer Nature 2020
Abstract A common problem when teaching statistics is that students learn the basic concepts of inferential statistics, but at the moment of applying them to real problems, they fail to apply them effectively. In this work, a group of virtual experiments with real data oriented to different areas of engineering was developed. The models allow the students to improve their level of proficiency in the application of the concepts of the p value and the contribution percentage of the variable in the observed results using virtual experimentation. The initial results show that students find statistics more useful when the teaching included exercises with virtual models. Keywords Virtual laboratories · Design and analysis of experiments · Statistics · Educational innovation · Higher education
1 Introduction The science of Statistics offers a set of tools to provide solutions to real problems in a structured and systematic approach involving experimentation and data analysis. Recently, statistics has become increasingly necessary due to the increasingly large quantity of data available that must be interpreted and verified. Almost every undergraduate program has at least one course related to basic or advanced statistical tools. However, the teaching of statistics remains challenging because students find the subject tough, confusing, and unhelpful in their professional lives [1]. The integration of data and statistical tools is complicated when the curricula include different statistical courses throughout an academic program. In research projects, the scope should start with the formulation of a hypothesis (question) and then the generation or search of data [2]. There is a need today to help students utilize more profound statistical thinking instead of just training them in algorithms [3]. Despite the progress in the teaching of statistics, most of the problems that are used in class are well defined and simply require the application of a statistical technique. In many cases, students, after their first or second
B
Karla Beatriz Valenzuela-Ocaña [email protected] José Carlos Miranda-Valenzuela [email protected]
1
Tecnologico de Monterrey, Ave. Eugenio Garza Sada 2501, 64849 Monterrey, NL, Mexico
course in statistics, have the perception that the field is limited to memorization of formulas that are applied around the formulation of a hypothesis [4]. The use of the examples about the M&Ms or the marbles in a box: Even though the activities are popular among students, these do not reflect the real use of statistics in their professional lives. By not relating the theoretical concepts learned in their chosen disciplines to their professional lives, students cannot always manage to translate these concepts into competencies that allow them to apply statistics to
Data Loading...
