Technology Innovations in Statistics Education
Parent: Department of Statistics & Data Science, UCLA
eScholarship stats: Breakdown by Item for June through September, 2026
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 945 | 259 | 686 | 27.4% |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 760 | 202 | 558 | 26.6% |
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 634 | 187 | 447 | 29.5% |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 523 | 97 | 426 | 18.5% |
| 0mg8m7g6 | Data Moves | 478 | 113 | 365 | 23.6% |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 465 | 103 | 362 | 22.2% |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 374 | 133 | 241 | 35.6% |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 367 | 117 | 250 | 31.9% |
| 7gv0q9dc | The Data Science Education Dilemma | 342 | 139 | 203 | 40.6% |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 313 | 48 | 265 | 15.3% |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 306 | 91 | 215 | 29.7% |
| 22z33459 | LLteacher: A Tool for the Integration of Generative AI into Statistics Assignments | 303 | 82 | 221 | 27.1% |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 291 | 163 | 128 | 56.0% |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 291 | 147 | 144 | 50.5% |
| 53d3g00j | R Statistical Programming in Higher Education: A Scoping Review | 280 | 74 | 206 | 26.4% |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 278 | 64 | 214 | 23.0% |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 274 | 63 | 211 | 23.0% |
| 38p7c94v | Reconnecting Data and Chance | 267 | 36 | 231 | 13.5% |
| 6v39q0gj | DistPlotter: An Application that Creates High-Quality Plots of Univariate Distributions | 262 | 54 | 208 | 20.6% |
| 8ck097s5 | Automated grading workflows for providing personalized feedback to open-ended data science assignments | 259 | 80 | 179 | 30.9% |
| 7kk4d922 | An educator’s perspective of the tidyverse | 256 | 92 | 164 | 35.9% |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 251 | 55 | 196 | 21.9% |
| 6207w80h | Using Twitter to Energize the Introductory Statistics Class | 244 | 103 | 141 | 42.2% |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 239 | 54 | 185 | 22.6% |
| 1fn7k2x3 | Learning Statistics Using Motivational Videos, Real Data and Free Software | 223 | 65 | 158 | 29.1% |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 189 | 69 | 120 | 36.5% |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 184 | 44 | 140 | 23.9% |
| 19r9k47z | Use of a Reproducible R Shiny Web App to Promote Students' Interest in Coding | 180 | 86 | 94 | 47.8% |
| 32j2998k | Online Homework vs. Traditional Homework: Statistics Anxiety and Self-Efficacy in an Educational Statistics Course | 178 | 48 | 130 | 27.0% |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 172 | 71 | 101 | 41.3% |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 165 | 41 | 124 | 24.8% |
| 8b15m415 | Extending Galton's Binomial Quincunx to the Trinomial Septcunx | 163 | 61 | 102 | 37.4% |
| 53b9122r | Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing | 157 | 48 | 109 | 30.6% |
| 7x28z96b | Students Making Sense of Multi-level Data | 154 | 54 | 100 | 35.1% |
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 152 | 41 | 111 | 27.0% |
| 12q2z58x | The Course as Textbook: A Symbiotic Relationship in the Introductory Statistics Class | 145 | 44 | 101 | 30.3% |
| 31t469kg | Designing Games for Understanding in a Data Analysis Environment | 144 | 41 | 103 | 28.5% |
| 7hr9b543 | An Exploration of the Exact Distribution and Probabilities for Sample Means for Small Random Samples | 143 | 36 | 107 | 25.2% |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 142 | 41 | 101 | 28.9% |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 141 | 47 | 94 | 33.3% |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 141 | 39 | 102 | 27.7% |
| 1b54h9s9 | Reasoning about Probabilistic Phenomena: Lessons Learned and Applied in Software Design | 140 | 49 | 91 | 35.0% |
| 9k19k2f7 | Faculty Attitude towards Technology-Assisted Instruction for Introductory Statistics in the Context of Educational Reform | 136 | 33 | 103 | 24.3% |
| 9kb6x0bw | Discrete Bayes with R | 134 | 37 | 97 | 27.6% |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 133 | 36 | 97 | 27.1% |
| 8qh9b82c | The TSHS Resources Portal: A Source of Real and Relevant Data for Teaching Statistics in the Health Sciences | 132 | 44 | 88 | 33.3% |
| 3qr2p70t | Assessing Statistical Understanding in Middle Schools: Emerging Issues in a Technology-Rich Environment | 130 | 40 | 90 | 30.8% |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 129 | 52 | 77 | 40.3% |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 127 | 42 | 85 | 33.1% |
| 7cz2w089 | Getting Real Statistics into all Curriculum Subject Areas: Can Technology Make this a Reality? | 123 | 40 | 83 | 32.5% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.