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dc.contributor.author
Halbherr, Tobias
dc.contributor.author
Kapur, Manu
dc.date.accessioned
2020-02-03T10:23:48Z
dc.date.available
2020-02-03T03:42:53Z
dc.date.available
2020-02-03T10:23:48Z
dc.date.issued
2020-01
dc.identifier.issn
2504-284X
dc.identifier.other
10.3389/feduc.2019.00156
en_US
dc.identifier.uri
http://hdl.handle.net/20.500.11850/396548
dc.identifier.doi
10.3929/ethz-b-000396548
dc.description.abstract
Learning is a process that leads to outcomes. The science of learning is the epistemic practice of investigating the relationship between this process and its outcomes. We propose a novel method for the study of learning: The Double Treatment experimental design. The core design for experimental studies in the Learning Sciences consists of two elements, learning activities together with assessments of their outcomes. In conventional Single Treatment experimental designs, the learning activities are subject to a controlled experimental manipulation, the outcomes of which are then evaluated in a common assessment. In the Double Treatment experimental design, both the learning activity and the assessment are subject to the experimental manipulation, leading to a basic 2 × 2 experimental design. We provide a theoretical rationale in favor of the Double Treatment design, which we illustrate and discuss in three experimental study examples implementing this method: A study on the contextual nature of memorization and recall while scuba diving, a study on invention activities as a preparation for future learning, and a study on resource-rich assessment in computer science. We argue that the Double Treatment design has the potential to enhance the epistemic power of experimental Learning Sciences research by improving the ontological coherence of experimental designs. They promise to facilitate both hypothesis testing and hypothesis generation, enable the validation of assessment methods from within corresponding studies, and reduce the need for externally validated assessments outside the control of the researchers.
en_US
dc.format
application/pdf
en_US
dc.language.iso
en
en_US
dc.publisher
Frontiers Research Foundation
en_US
dc.rights.uri
http://creativecommons.org/licenses/by/4.0/
dc.subject
double treatment
en_US
dc.subject
learning science
en_US
dc.subject
assessment
en_US
dc.subject
validity
en_US
dc.subject
validation
en_US
dc.subject
methods
en_US
dc.subject
experimental design
en_US
dc.title
Validation Reconceived: The Double Treatment Experimental Design
en_US
dc.type
Journal Article
dc.rights.license
Creative Commons Attribution 4.0 International
dc.date.published
2020-01-22
ethz.journal.title
Frontiers in Education
ethz.journal.volume
4
en_US
ethz.journal.abbreviated
Front. Educ.
ethz.pages.start
156
en_US
ethz.size
11 p.
en_US
ethz.version.deposit
publishedVersion
en_US
ethz.identifier.scopus
ethz.publication.place
Lausanne
en_US
ethz.publication.status
published
en_US
ethz.leitzahl
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::09590 - Kapur, Manu / Kapur, Manu
ethz.leitzahl.certified
ETH Zürich::00002 - ETH Zürich::00012 - Lehre und Forschung::00007 - Departemente::02045 - Dep. Geistes-, Sozial- u. Staatswiss. / Dep. of Humanities, Social and Pol.Sc.::02527 - Institut für Verhaltenswissenschaften / Institute of Behavioral Sciences::09590 - Kapur, Manu / Kapur, Manu
ethz.date.deposited
2020-02-03T03:43:05Z
ethz.source
SCOPUS
ethz.eth
yes
en_US
ethz.availability
Open access
en_US
ethz.rosetta.installDate
2020-02-03T10:23:59Z
ethz.rosetta.lastUpdated
2021-02-15T07:47:10Z
ethz.rosetta.versionExported
true
ethz.COinS
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