Claims

Educational games significantly improve self-help for wearing clothes in 8-12-year-old educable mentally retarded girls

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? After moderation of pre-test scores, the games-trained group significantly dominated the control group on the self-help dressing subscale. → Shakibaei 2013

Evidence

Shakibaei 2013

Shakibaei, Z., Rahimaghaee, F., & Arish, M. (2013). Effect of Educational Games on Social Skills in Iranian Mentally Retarded Children. li-manager's Journal of Educational Psychology, 6(4). https://eric.ed.gov/?id=EJ1101771

q2 · i? · causal · r1

Second-hypothesis ANCOVA on the self-help dressing subscale in the same pre-test/post-test design with 10 test and 10 control girls; moderated means were 8.033 (test) versus 5.017 (control). The article reports a significant factor effect with no effect size printed.

"Moderated mean scores suggest that the test group (based on performance of the educational games) significantly dominates the control group (conventional method) in terms of their scores, such that the educational games have a positive effect on the self-help for wearing clothes."

Discussion

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