Students' skill mastery for all five attributes improved during gameplay in The Nomads, with all quantiles differing significantly between halves¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? All quantiles of attribute mastery distributions differed significantly at the .05 nominal level between first and second halves of gameplay, with second-half values higher. → Jiaqi Yu 2022 q3 i? For attributes 2 and 3, more participants had higher mastery in the second half; for attributes 1, 4, and 5, most students still fell between 0 and 0.6. → Jiaqi Yu 2022 (2)

Evidence¶

Jiaqi Yu 2022¶

Jiaqi Yu, Wenchao Ma, Jewoong Moon, Andre R. Denham. (2022). Developing a Stealth Assessment System Using a Continuous Conjunctive Model. Journal of Learning Analytics, 9(3), 11–31. https://doi.org/10.18608/jla.2022.7639

q3 · i? · design · r2

Percentile bootstrap D2 test (Harrell–Davis estimator) comparing mastery quantiles between halves among 84 fourth-to-sixth graders. "all quantiles differed significantly at a .05 nominal level" — a robust alternative to the paired t-test; no standardised effect size printed.

"The results showed that all quantiles differed significantly at a .05 nominal level, indicating that students' skill mastery for all five attributes improved in the process of the gameplay."

Jiaqi Yu 2022 (2)¶

Jiaqi Yu, Wenchao Ma, Jewoong Moon, Andre R. Denham. (2022). Developing a Stealth Assessment System Using a Continuous Conjunctive Model. Journal of Learning Analytics, 9(3), 11–31. https://doi.org/10.18608/jla.2022.7639

q3 · i? · design · r2

Figure 6 distribution patterns of the five attributes in the two gameplay halves show "More students acquired higher levels of mastery in the second half compared to the first across all five attributes"; descriptive, no test statistic in this sentence.

"More students acquired higher levels of mastery in the second half compared to the first across all five attributes."

Discussion¶

Related Claims¶

• Scaffold use correlated significantly with mastery of attributes 1, 3, and 4, but not attributes 2 and 5 — related
• CCM-estimated skill profiles showed minor positive correlations with external pre- and post-test scores, ranging from .018 to .495 — related
• Puzzlets gameplay showed problem-solving progress on debugging tasks, and collaboration improved after the teacher introduced driver-passenger role strategies — related