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Based on subject matter and learning goals
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Use rotatable 3D plots.
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- Students and experts perceive the 3D LOs as a valuable addition to the textbook.
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Students and Experts
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Integrate the conceptual and empirical aspect of confounding.
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- Teachers confirm that the 3D LOs support the learning goals for confounding.
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Experts
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- Experts in epidemiology confirm that the 3D LOs apply accepted scientific views on confounding.
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Experts
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- Experts in epidemiology confirm that it is useful to use the 3D LOs in addition to epidemiological textbooks and lectures.
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Experts
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- 80% of the students are able to answer exam questions (which integrate the conceptual and empirical approach) correctly.
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Evaluation of exams
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Based on learning and instruction theories
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Actively engage the students [26].
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- Students feel that the elements in the 3D LOs that require them to become active learners help them to understand confounding.
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Students
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Visualize important concepts. [10,11].
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- Students perceive the plots in the 3D LOs as a valuable addition to the textbook.
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Students
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- Students feel that actively manipulating the 3D plots helps them to understand confounding.
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Students
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Motivate the students (based on ARCS model [27]): the LOs should:
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- Students feel that the elements that require them to become active learners motivate them to study.
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Students
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- capture the Attention of the student,
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- Students judge the material with at least a 4 (on a five-point scale).
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Students
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- be received as Relevant
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- Students feel they learned from the 3D LOs.
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Students
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- induce Confidence and Satisfaction by students.
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- The student is able to solve the exercises.
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Students
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