Developing a computer interaction to enhance student understanding in statistical inference

Prior investigation of student experiences with a computer interaction indicated that the simulation was only partly successful in facilitating developmental learning of statistical inference. The simulation was re examined in the light of subsequent multimedia design research and cognitive theory. A new simulation was developed with less extraneous information and reduced on screen text. In addition the new simulation incorporated audio narration and a higher degree of student control in progressing through signalled stages of development.