Basic computational concepts in a voluntary video game were achievable by children aged 3–6, with full mastery possible by age 4 regardless of gender¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children aged 3 to 6 could achieve the basic computational concepts addressed by the voluntary game, and full mastery was possible by age 4 irrespective of gender. → analytics-1

Evidence¶

Zapata-Cáceres 2021¶

M. Zapata-Cáceres and E. Martín-Barroso, "Applying Game Learning Analytics to a Voluntary Video Game: Intrinsic Motivation, Persistence, and Rewards in Learning to Program at an Early Age," in IEEE Access, vol. 9, pp. 123588-123602, 2021, doi: 10.1109/ACCESS.2021.3110475. https://doi.org/10.1109/access.2021.3110475

q2 · i? · associational · r1

Observational analysis of 15 months of game learning analytics from a voluntary video game; the authors state that "the concepts addressed were achievable between the ages of 3 and 6 years and full mastery was possible by the age of 4 years, regardless of gender". No effect size is printed in the available text.

"It was observed that the concepts addressed were achievable between the ages of 3 and 6 years and full mastery was possible by the age of 4 years, regardless of gender, as children persist with the challenge, intrinsically motivated, until it is overcome."

Discussion¶

Related Claims¶

• Game learning analytics showed significant age and gender differences in interests, skills, achievement, and progression through attempts — related
• Persistence behaviors in the face of challenge differed significantly by age and gender — related
• Brilliance cues reduce stigmatized students' interest and intrinsic motivation, with effects emerging by age 6–7 and persisting into adulthood — related