Watching a fun artistic video about Simpson's paradox

Abstract

This study explores how university students respond to a brief artistic and humorous educational video covering a statistics topic. Major study activities included a background knowledge questionnaire, watching the video, completing a storyboard by identifying images from three scenes in the video, explaining the topic using the recalled images, and, finally, answering questions about the topic that were presented in a different context. The images shown to participants differed according to conceptual and detail accuracy. The results suggest that the details of the animation were more salient in participants' memory than the concepts. This study introduces a novel way of probing recognition of instructional content via visual memory rather than through written statements.