Class-level performance variation is much larger in the unplugged condition than in the plugged-in condition¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The class effect on both tests was significant in both conditions but much more pronounced in the unplugged group (η² = 0.228 and 0.351) than the plugged-in group (η² = 0.139 and 0.133). → Sigayret 2022

Evidence¶

Sigayret 2022¶

Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers and Education, 184, 104505. https://doi.org/10.1016/j.compedu.2022.104505

q3 · i3 · causal · r2

Class-by-class comparison within each condition found "a significant class effect on performance" in both conditions, with larger η² values in the unplugged group on both tests.

"there was a significant class effect on performance in the Mastery of computational concepts Test and the Algorithmic Test in both conditions, but this impact was much more pronounced in the unplugged group (F(5, 118) = 9.07; p < .001; η² = 0.228 and F (5,118) = 12.8; p < .001; η² = 0.351, respectively) compared to the plugged-in group (F (3,76) = 3.83; p < .01; η² = 0.139 and F (3,76) = 3.89; p < .001; η² = 0.133, respectively)."

Discussion¶

Related Claims¶

• Plugged-in Scratch learning yields better mastery of computational concepts than unplugged learning in primary students — related
• Plugged-in Scratch learning yields higher algorithmic problem-solving scores than unplugged learning, especially on complex exercises — related