Post-test scores correlate with motivation, response time, reading time and in-game accuracy¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i1 small
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Accuracy in the game was positively correlated with post-test scores (r = .51), and motivation, response time and reading time also correlated positively with post-test. → Nergiz Ercil Cagiltay 2015

Evidence¶

Nergiz Ercil Cagiltay 2015¶

Nergiz Ercil Cagiltay, Erol Ozcelik, Nese Sahin Ozcelik. (2015). The effect of competition on learning in games. Computers & Education. https://doi.org/10.1016/j.compedu.2015.04.001

q2 · i1 · causal · r2

Pearson correlation analysis (Table 2) among the study measures; post-test correlated with reading time (r = .17), response time (r = .32), accuracy (r = .51) and motivation (r = .25); motivation and reading time were not significantly correlated (r = -.07).

"Total reading time of explanations, motivation, total response time of answering to questions and accuracy in the game were positively correlated with post-test scores."

Discussion¶

Related Claims¶

• Competition increases time spent answering questions but not reading time or in-game accuracy — related
• Path analysis supports an indirect path from competition through motivation and in-game accuracy to post-test scores — related
• No correlation between motivation or engagement measures and tutor learning gains — reports the opposite
• The competitive Game Show increased students' tutoring engagement relative to baseline — related
• Higher response time, accuracy, and motivation correlate with higher post-test scores; reading time of explanations does not — reports the opposite
• Motivation is positively related to accuracy and response time during game-based learning — related
• Post-test performance is positively associated with accuracy, response time, uncertainty, and motivation — possibly the same claim (merge candidate)