Learning by designing an educational location-based game produced greater knowledge acquisition than learning by playing one, with significant effects on five of nine knowledge questions¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students who designed an educational location-based game demonstrated greater knowledge acquisition than students who only played it, significant at p<.05 on five of nine questions. → Slussareff 2016

Evidence¶

Slussareff 2016¶

Slussareff, M. and Boháčková, P. (2016). Students as Game Designers vs. 'Just' Players: Comparison of Two Different Approaches to Location-Based Games Implementation into School Curricula. Digital Education Review, 29, 284-297. http://greav.ub.edu/der

q2 · i? · causal · r1

Quasi-experiment with two parallel classes (N=27; designers N=11, players N=16) at a Prague elementary school; one-way between-subjects ANOVA on a nine-question knowledge test one week after game-play. The article reports "a significant positive effect of the active ('designers') treatment" on five questions, e.g. q. no. 3 [F(1, 25) = 10.19, p = 0.004].

"In the knowledge acquisition, a significant positive effect of the active ('designers') treatment was revealed at the p<.05 level within five questions; q. no. 2."What was manufactured in AVIA factory during WWII.?" [F(1, 25) = 3.95, p = 0.058], q. no. 3 "Who took care of the Čakovice's chateau from the 1st half of 18th century?" [F(1, 25) = 10.19, p = 0.004]"

Discussion¶

Related Claims¶

• Guided play outperforms direct instruction or free play on a few early-childhood outcomes, with no reliable difference on most others, in one meta-analysis — related
• No significant difference between designers and players in subjectively perceived interest in the game topic — related