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International Journal of Educational Innovation and Science, 2025, 6(1); doi: 10.38007/IJEIS.2025.060108.

An Empirical Study on the Development and Application Model of Fragmented Learning Resources Based on the Attributes of Statistics Courses

Author(s)

Wenqing Bao, Xuezhi Wu

Corresponding Author:
Wenqing Bao
Affiliation(s)

Americold Logistics, LLC, Atlanta, GA, 30319

Abstract

With the deepening of the digital transformation of higher education, the teaching mode of traditional statistics courses faces the problems of complex and disordered knowledge system, abstract content and high difficulty for students to accept. Based on the relationship between the knowledge structure of the course and the cognitive characteristics of students, this paper creates a fragmented learning resource development and application model based on the attributes of statistics courses, and also conducts empirical research on this. By modularizing and hierarchical division of statistics course content, integrating students' learning behavior data and feedback, a resource development system in line with the "concept-model-application" logic is established. Resources are further arranged and teaching practice is carried out in the scenario of hybrid teaching. The analysis of quantitative data and comparison of teaching effects confirm that fragmented resources are effective in improving students' learning efficiency, strengthening the depth of knowledge mastery, and improving course satisfaction experience. The research results show that fragmented learning resources with systematic design and differentiated delivery can reduce students' cognitive load, and also create a replicable and popularizable practical example for statistics teaching reform. This study has key implications for the future data-driven educational resource design.

Keywords

statistics teaching implementation; fragmented learning; mixed teaching style; empirical research

Cite This Paper

Wenqing Bao, Xuezhi Wu. An Empirical Study on the Development and Application Model of Fragmented Learning Resources Based on the Attributes of Statistics Courses. International Journal of Educational Innovation and Science (2025), Vol. 6, Issue 1: 56-65. https://doi.org/10.38007/IJEIS.2025.060108.

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