No significant difference between flipped and classroom-only groups in belonging or usability ratings¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Scores on both Sense of group belonging and Usability in-group did not differ significantly between children who did the flipped experience and those who experienced D-UDA only in class. → Walter Setti 2025

Evidence¶

Walter Setti 2025¶

Walter Setti, Rebecca Tarello, Erica Volta, Lucia Ferlino, Monica Gori, Gualtiero Volpe. (2025). DUDA: a digital didactic learning unit based on educational escape rooms and multisensory learning activities for primary school children during COVID-19 lockdown. Education Tech Research Dev 73. https://doi.org/10.1007/s11423-024-10407-4

q2 · i? · design · r2

Comparison of classroom-questionnaire scores between the flipped group (17 children, 7 of whom did not return the classroom questionnaire) and the classroom-only group, using Wilcoxon signed-rank tests. The article reports "zval = 1.25, p = .22" for Factor 1 and "zval = .42, p = .66" for Factor 2; no effect size was printed, so equivalence was not tested.

"We did not find any significant difference between the two groups for both Factor 1 (Wilcoxon signed-rank test: zval = 1.25, p = .22) and Factor 2 (Wilcoxon signed-rank test: zval = .42, p = .66)."

Discussion¶

Related Claims¶

• Children navigating D-UDA alone at home reported lower ease for distance learning than for solo usability — related
• Qualitative research shows marginalized students' sense of belonging depends on maintaining connections to their valued identities at school (self-concept fit) — related