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¶

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 using the game with embedded mathematical problems did not significantly outperform or underperform lecture-and-discussion students on the standardized mathematics examination (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

Same quasi-experimental study; SME scores in the treatment group required log transformation for normality, and back-transformed means were "25.70 ( SD = 1.51)" (counterfactual) versus "21.38 (SD = 1.51)" (treatment). The multivariate test showed no significant between-group difference (p > .05).

"the counterfactual group students ( n = 47) had a back transformation group mean of 25.70 ( SD = 1.51); the treatment group ( n = 50) back transformation group mean was 21.38 (SD = 1.51)"

Discussion¶

Related Claims¶

• 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 — related
• A serious virtual world class does not produce statistically significant differences in learning effectiveness compared with a traditional class of identical learning objectives and contents — related