|
Abstract:
|
Although many instructors are convinced that a thoughtful active learning exercise can enhance student comprehension and retention, others attribute the demonstrated benefits to a Hawthorne effect and dismiss the effect of active learning. In this presentation, we demonstrate an active learning exercise (which we call "scripting") that requires students to rewrite the dialogue and narration of a popular comic strip so one character explains a statistical concept to another character. We then review the design of a simple experiment we used to gather empirical evidence of the exercise's effectiveness, and we present results of an execution of this experiment.
|
