Lecture

ANOVA & Moderation

Graph Chat

Chat with Graph Search

Ask any question about EPFL courses, lectures, exercises, research, news, etc. or try the example questions below.

DISCLAIMER: The Graph Chatbot is not programmed to provide explicit or categorical answers to your questions. Rather, it transforms your questions into API requests that are distributed across the various IT services officially administered by EPFL. Its purpose is solely to collect and recommend relevant references to content that you can explore to help you answer your questions.

In course

CS-411: Digital education

This course addresses the relationship between specific technological features and the learners' cognitive processes. It also covers the methods and results of empirical studies: do student actually learn due to technologies? In fall 2025, P. Dillenbourg w ...

Description

This lecture covers the Analysis of Variance (ANOVA) in R, focusing on how to run ANOVA, mediation, and moderation analyses. It explains the assumptions, tools, and methods to analyze data in R, providing examples and insights for the CS-411 Digital Education course.

Instructors (2)

Pierre Dillenbourg

A former teacher in elementary school, Pierre Dillenbourg graduated in educational science (University of Mons, Belgium). He started his research on learning technologies in 1984. In 1986, he has been on of the first in the world to apply machine learning to develop a self-improving teaching system. He obtained a PhD in computer science from the University of Lancaster (UK), in the domain of artificial intelligence applications for education. He has been assistant professor at the University of Geneva. He joined EPFL in 2002. He has been the director of Center for Research and Support on Learning and its Technologies, then academic director of Center for Digital Education, which implements the MOOC strategy of EPFL (over 2 million registrations). He is full professor in learning technologies in the School of Computer & Communication Sciences, where he is the head of the CHILI Lab: "Computer-Human Interaction for Learning & Instruction ». He is the director of the leading house DUAL-T, which develops technologies for dual vocational education systems (carpenters, florists,...). With EPFL colleagues, he launched in 2017 the Swiss EdTech Collider, an incubator with 80 start-ups in learning technologies. He (co-)-founded 4 start-ups, does consulting missions in the corporate world and joined the board of several companies or institutions. In 2018, he co-founded LEARN, the EPFL Center of Learning Sciences that brings together the local initiatives in educational innovation. He is a fellow of the International Society for Learning Sciences. He currently is the Associate Vice-President for Education at EPFL.

Patrick Jermann

After studies in Geneva (TECFA) and Pittsburgh (LRDC) I joined EPFL in 2003 to coordinate eLearning projects and conduct research in the field of Computer Supported Collaborative Learning (CSCL). Starting 2013 I am responsible for MOOCs production at the Center for Digital Education (CEDE).Former Associate Editor for the IEEE Transactions on Learning Technologies and former Member of the Editorial Board for the International Journal of Computer Supported Collaborative Learning (iJCSCL). Specialties: Interaction analysis, research methods, statistical methods, prototyping, software development, pedagogical design.

Official source

Related concepts (32)

R (programming language)

R is a programming language for statistical computing and graphics supported by the R Core Team and the R Foundation for Statistical Computing. Created by statisticians Ross Ihaka and Robert Gentleman, R is used among data miners, bioinformaticians and statisticians for data analysis and developing statistical software. The core R language is augmented by a large number of extension packages containing reusable code and documentation. According to user surveys and studies of scholarly literature databases, R is one of the most commonly used programming languages in data mining.

Statistical hypothesis testing

A statistical hypothesis test is a method of statistical inference used to decide whether the data at hand sufficiently support a particular hypothesis. Hypothesis testing allows us to make probabilistic statements about population parameters. While hypothesis testing was popularized early in the 20th century, early forms were used in the 1700s. The first use is credited to John Arbuthnot (1710), followed by Pierre-Simon Laplace (1770s), in analyzing the human sex ratio at birth; see .

Linear model

In statistics, the term linear model is used in different ways according to the context. The most common occurrence is in connection with regression models and the term is often taken as synonymous with linear regression model. However, the term is also used in time series analysis with a different meaning. In each case, the designation "linear" is used to identify a subclass of models for which substantial reduction in the complexity of the related statistical theory is possible.

C (programming language)

C (pronounced 'siː – like the letter c) is a general-purpose computer programming language. It was created in the 1970s by Dennis Ritchie, and remains very widely used and influential. By design, C's features cleanly reflect the capabilities of the targeted CPUs. It has found lasting use in operating systems, device drivers, protocol stacks, though decreasingly for application software. C is commonly used on computer architectures that range from the largest supercomputers to the smallest microcontrollers and embedded systems.

Test statistic

A test statistic is a statistic (a quantity derived from the sample) used in statistical hypothesis testing. A hypothesis test is typically specified in terms of a test statistic, considered as a numerical summary of a data-set that reduces the data to one value that can be used to perform the hypothesis test. In general, a test statistic is selected or defined in such a way as to quantify, within observed data, behaviours that would distinguish the null from the alternative hypothesis, where such an alternative is prescribed, or that would characterize the null hypothesis if there is no explicitly stated alternative hypothesis.

Related lectures (64)

R Programming: Conditions, Loops, Functions & Graphics

Covers conditions, loops, functions, and graphics in R programming with practical examples.

Nested Model Selection

Explores nested model selection in linear models, comparing models through sums of squares and ANOVA, with practical examples.

Introduction to R Programming for Genetics & Genomics

Introduces a course on Genetics & Genomics, focusing on R programming with interactive exercises.

Regression Diagnostics

Covers regression diagnostics for linear models, emphasizing the importance of checking assumptions and identifying outliers and influential observations.

Statistics essentials: ANOVA