Enhancing learning and attitude toward statistics with a microlearning approach using an animated video

Abstract

Statistics anxiety is a reality among many students that may affect their academic and professional lives. Although there are instructional strategies proven to demonstrate advanced statistical concepts, a method to mitigate statistics anxiety in introductory courses is lacking. This research examines the effectiveness of three interventions used to teach the concept of Levels of Measurement, an introductory topic in statistics: text-based lecture notes, comic strips, and microlearning using a two-minute animated video. This study was conducted over six semesters between Spring 2020 and Fall 2022 in an undergraduate introduction to educational technology course, and 571 students participated. Data collected included students’ attitudes toward statistics measured by the Attitude Toward Statistics scale, a one-word response expressing their attitudes toward statistics before and after the interventions, and pre-and-post tests examining their understanding of the concept. The microlearning groups outperformed the other groups on the post-test, and the ATS scores significantly, indicating that this intervention is more effective in improving students’ learning of the levels of measurement and attitudes toward statistics. Educators can implement microlearning using animated videos in introductory courses to reduce students’ statistics anxiety, thereby facilitating their academic progress.