The advantage of computer role-play over paper-pencil vignettes in eliciting DSE holds for 6- and 8-year-olds but not for 10-year-olds¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i2 A significant age × presentation interaction: 6- and 8-year-olds showed more DSE in the computer role-play task, whereas 10-year-olds did not differ significantly between presentations. → Fallon 2018
Evidence¶
Fallon 2018¶
Fallon, T. L., Aylett, R., Minnis, H. and Rajendran, G. (2018). Investigating social vulnerability in children using computer mediated role-play. Computers and Education, 125, pp. 458-464. https://doi.org/10.1016/j.compedu.2018.06.027
q3 · i2 · causal · r2
The omnibus interaction in the same ANOVA was significant with printed effect size Cohen's f = 0.37. Simple effects showed 6-year-olds (p < 0.001) and 8-year-olds (p = .002) scored higher in role-play, while 10-year-olds did not differ (p = .081).
"There was a significant interaction between task presentation (Computer Mediated Role-Play, Paper Pencil) and the age group of participants [F (2, 47) = 3.27 p = .047 Cohen's f = 0.37]."
Discussion¶
Related Claims¶
- Children display more disinhibited social engagement in a computer-mediated role-play task than in theme-matched paper-pencil vignettes — a broader claim this one bears on
- Disinhibited social engagement declines with age in middle childhood, with 6-year-olds showing more DSE than 8- and 10-year-olds — related
- The authors report this as the first study to quantify DSE and social vulnerability in typically developing middle-childhood populations — related
- Parent and teacher Relationship Problems Questionnaire scores did not correlate with children's DSE on either task — related
- Theory of Mind is negatively correlated with DSE/social vulnerability scores on both task formats — related
- Computer simulations yield a slightly higher achievement effect than pen-and-paper modelling activities — related
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