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Table 1 Description of guidelines and requirements

From: Teaching: the role of active manipulation of three-dimensional scatter plots in understanding the concept of confounding

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

Visualize important concepts. [10,11].

- 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