Guidelines. | Requirements for the 3D LOs | Evaluation by |
---|---|---|
Based on subject matter and learning goals | ||
Use rotatable 3D plots. | - Students and experts perceive the 3D LOs as a valuable addition to the textbook. | Students and Experts |
Integrate the conceptual and empirical aspect of confounding. | - Teachers confirm that the 3D LOs support the learning goals for confounding. | Experts |
 | - Experts in epidemiology confirm that the 3D LOs apply accepted scientific views on confounding. | Experts |
 | - Experts in epidemiology confirm that it is useful to use the 3D LOs in addition to epidemiological textbooks and lectures. | Experts |
 | - 80% of the students are able to answer exam questions (which integrate the conceptual and empirical approach) correctly. | Evaluation of exams |
Based on learning and instruction theories | ||
Actively engage the students [26]. | - Students feel that the elements in the 3D LOs that require them to become active learners help them to understand confounding. | Students |
- Students perceive the plots in the 3D LOs as a valuable addition to the textbook. | Students | |
 | - Students feel that actively manipulating the 3D plots helps them to understand confounding. | Students |
Motivate the students (based on ARCS model [27]): the LOs should: | - Students feel that the elements that require them to become active learners motivate them to study. | Students |
- capture the Attention of the student, | - Students judge the material with at least a 4 (on a five-point scale). | Students |
- be received as Relevant | - Students feel they learned from the 3D LOs. | Students |
- induce Confidence and Satisfaction by students. | - The student is able to solve the exercises. | Students |