A serious digital game produced no statistically significant effect on secondary students' animal science competence, as measured by a swine health and management examination, compared with lecture and discussion¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students taught swine health and management via the digital game scored statistically equivalently to students taught by lecture and discussion on the SHME (p > .05). → Bunch 2014

Evidence¶

Bunch 2014¶

Bunch, J. C., Robinson, J. S., Edwards, M. C., & Antonenko, P. D. (2014). How a Serious Digital Game Affected Students' Animal Science and Mathematical Competence in Agricultural Education. Journal of Agricultural Education, 55(3), 57-71. https://doi.org/10.5032/jae.2014.03057

q3 · i? · causal · r2

Quasi-experimental between-groups study in Oklahoma secondary animal science courses; treatment group played Virtual Walking the Pens for 10 instructional days while the counterfactual group received lecture and discussion. Descriptive SHME means were "25.89 ( SD = 6.29)" versus "25.46 ( SD = 5.47)"; the MANOVA found no significant difference (p > .05).

"The counterfactual group students ( n = 47) who took the SHME had a group mean of 25.89 ( SD = 6.29); the treatment group (n = 50) mean was 25.46 ( SD = 5.47)"

Discussion¶

Related Claims¶

• A serious digital game produced no statistically significant effect on secondary students' mathematics achievement, as measured by a standardized mathematics examination, compared with lecture and discussion — related
• The omnibus multivariate effect of the digital game delivery method on the two achievement outcomes was non-significant with a small printed effect size (Partial η² = .04) — related