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Steffen Bürgers, Hedderik van Rijn

Rijksuniversiteit Groningen

SlimStampen: Is it just right?What the data tells us so far.

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Reminder: Why are we doing this?

› SlimStampen leads to better knowledge retention when learning facts than other methods.

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What we wanted to test

› (1) Is SlimStampen helpful for students with learning disabilities?

› (2) Is SlimStampen suitable for multiple choice questions?

› (3) Is computer-learning (especially SlimStampen) fun?

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Study overviewOrchardville Rea college CRPG

First aid course, group 1 (4 / 3)*

Command line tools A (5 / 8)

TIC, group 1(4 / 4)

First aid course, group 2 (4 / 4)

ICT shortcuts A (8 / 6)

LL, group 1 & 2(9 / 8)

First aid course, group 3 (4 / 6)

ICT shortcuts B (6 / 9)

First aid course, group 4(6 / 5)

(18/18) (19/23) (13/12)

*(SlimStampen/Flashcard)

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Results: All partners

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Results: Orchardville

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Results: CRPG

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Results: Rea college

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Result evaluation

› (1) Is SlimStampen better than the flashcard method for students with learning disabilities? No.

› (2) Is SlimStampen better than the flashcard method for multiple choice questions? No.

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Limitations

› (1) Small group sizes.

› (2) Variability within/between groups.

› (3) Variability in question items.

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Limitations: (1) Small groupsOrchardville Rea college CRPG

First aid course, group 1 (4 / 3)*

Command line tools A (5 / 8)

TIC, group 1(4 / 4)

First aid course, group 2 (4 / 4)

ICT shortcuts A (8 / 6)

LL, group 1 & 2(9 / 8)

First aid course, group 3 (4 / 6)

ICT shortcuts B (6 / 9)

First aid course, group 4(6 / 5)

(18/18) (19/23) (13/12)

*(SlimStampen/Flashcard)

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Limitations: (2) Group variability

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Limitations: (3) Question variability

a) Different types of questions in one list

Example: First Aid questionnairesQ1 = What number do you call for emergency services in the Europe?

Q2 = How many chest compressions and breaths should you give in CPR?

/a) 20:1 /b) 30:4 /c) 30:2 /d) 30:3

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Limitations: (3) Question variability

b) Different types of questions between lists

Example: First Aid & questionnairesQ1 = What number do you call for emergency services in the Europe?

Q2 = NIC: Network Interface Card

Is the SlimStampen method affected by question length?

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Limitations: Possible solutions

Statistically separate MC and essay questions

Statistically take into account question length

Combine groups of participants (e.g. all first aid courses) to increase sample size

Collect more data

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› Is computer-learning (especially SlimStampen) fun?

› Do students think it is useful?

Motivation and learning satisfaction

(1) (2) (3) (4)

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Motivation and learning satisfaction

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Motivation and learning satisfaction

› Do the students like to use the computer for their studies? – Yes!

› Is it more fun to study with SlimStampen than with the flashcard method? – We don’t know yet.

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Future directions

› Assess whether learning satisfaction is greater for SS compared to FC

› Do thorough statistical analysis on final data sets

take into account details of learning sessions + whether items are MC or essay

› Ongoing data acquisition at Rea college

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Thank you!

Questions?