Digital scholarship of Teaching: research methods
Learning Objectives:
After this tutorial, you should be able to:
- Describe the difference between qualitative and quantitative research techniques - Recognize the difference between reliability and validity - Explain the difference between non-experimental and experimental research - Identify when it is appropriate to use interviewing or observation techniques |
What are educational games?
Educational games are designed to help people to learn about various subjects, reinforce previously taught information and concepts, learn problem-solving skills, promote active learning, and according to some research it helps with motivation when learning difficult concepts. Games can be board, card or video based. In my field, computer-based educational games are important because today's generation has grown up playing video games and utilizing a variety of technology. Using these games will allow students to connect with the information they are learning in a way that is familiar.
Research Basics
In his book, Neil Salkind (2017) describes eight attributes that make a high-quality research study. Those attributes state that:
- Research is based on the work of others
- Research is an activity which can be replicated
- Research is generalizable to other settings
- Research is tied to theory and has a logical rationale
- Research is doable
- Research is cyclical in nature or creates new questions
- Research is incremental
- Research is apolitical that is conducted to better society.
Types of research
In general, research is either non-experimental or experimental. Non-experimental research does not test casual relationships between variables, nor are cause-and-effect relationships being investigated (Salkind, 2017). This type of research sets out to describe relationships between variables by describing information about the content. There are four kinds of non-experimental research:
Unlike non-experimental, experimental research does examine the cause-and-effect relationship between variables. The point of this type of research is to find out whether or not the variables are casually related to one another through one of two ways. True experimental research examines the direct cause-and-effect relationship for a clear, defined possible cause (Salkind, 2017). Quasi-experimental research also focuses on the cause-and-effect relationship but uses preassigned groups for the study.
- Descriptive- describes characteristics of an existing phenomenon
- Historical- relates events that have occurred in the past to present events
- Correlational- examines relationships between variables
- Qualitative- examines human behavior and the social, political, cultural contexts which it occurs
Unlike non-experimental, experimental research does examine the cause-and-effect relationship between variables. The point of this type of research is to find out whether or not the variables are casually related to one another through one of two ways. True experimental research examines the direct cause-and-effect relationship for a clear, defined possible cause (Salkind, 2017). Quasi-experimental research also focuses on the cause-and-effect relationship but uses preassigned groups for the study.
Measurement
According to Neil Salkind (2017), two important components of measurement in research is reliability and validity. Reliability is when a test measures the same thing multiple times with the same outcome. Correlation (r) is how reliability is measured using the correlation coefficient. An easy way to explain this is that the more similar the scores between each test (ex, test 1 and test 2), the higher the correlation means the more reliable the test (Salkind, 2017). Reliability coefficients range from +1.00 to -1.00, with 1.00 being perfect reliability.
Validity is explained by Salkind (2017) as the qualities that say a test/instrument measures what it is supposed to measure. Validity refers to a test's results and not the actual test. It can also be said that it is difficult to quantify validity and must be interpreted in the same context the test occurs (Salkind, 2017).
Validity is explained by Salkind (2017) as the qualities that say a test/instrument measures what it is supposed to measure. Validity refers to a test's results and not the actual test. It can also be said that it is difficult to quantify validity and must be interpreted in the same context the test occurs (Salkind, 2017).
Reliability
There are four different types of reliability: test-retest, parallel-forms, inter-rater, and internal consistency. Test-retest measures stability and is done by administering the same test at different times to the same group of participants (Salkind, 2017). Parallel-forms is a measure of equivalence and is accomplished by giving two different forms of the same test to the same group of participants (Salkind, 2017). Inter-rater measures agreement and is done by having two raters rate the behaviors and determining how much agreement is between them (Salkind, 2017). Finally, internal consistency measures how consistent each item measures the same construct. This can be accomplished by correlating performance on each item with the overall participant performance (Salkind, 2017).
It is important to have reliability when researching and creating educational technology because you need to have a consist knowledge of what works in the field and what doesn't. Creating an educational game requires quite a bit of manpower and funding, so knowing what is effective helps make the process efficient and affordable.
It is important to have reliability when researching and creating educational technology because you need to have a consist knowledge of what works in the field and what doesn't. Creating an educational game requires quite a bit of manpower and funding, so knowing what is effective helps make the process efficient and affordable.
Validity
Salkind (2017) describes validity as a measurement instrument measuring what it was created to measure. It is important to have a valid measurement in a research study, especially educational research, because it helps you to correctly accept or reject your study's hypothesis.
Validity does not refer to the actual test, only the results of the test. There are three types of validity and each measure specific dependent variables of a test. Below is a list of the three types of variables and how they are established (Salkind, 2017):
Validity does not refer to the actual test, only the results of the test. There are three types of validity and each measure specific dependent variables of a test. Below is a list of the three types of variables and how they are established (Salkind, 2017):
- Content- is the most common type of validity and it measures how well the items represent the entire group of items and can be established by consulting a subject matter expert.
- Criterion
- Concurrent- measures how well the test estimates a criterion and can be established by correlating scores on the test with the criterion in the present.
- Predictive- measures how well a test predicts a criterion by selecting a criterion and correlating scores on the criterion in the future.
- Concurrent- measures how well the test estimates a criterion and can be established by correlating scores on the test with the criterion in the present.
- Construct- measures how well a test assesses an underlying construct by assessing the underlying construct on which a test is based and correlates the scores with the test scores.
assessment
This is a brief quiz to assess your understanding of the material in this workshop. Please answer each question using the information you have learned about Research Methods. Don't forget to enter your first and last name and click "submit."
Reference
Salkind, N. (2017). Exploring Research (9th ed.). New York, NY: Pearson Education.