Educational games significantly improve self-help for eating food in 8-12-year-old educable mentally retarded girls¶
Claim · All claims
Evidence · 1 study · causalr1·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 eating 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
First-hypothesis ANCOVA on the self-help eating subscale of Wailand's social growth scale in the same 20-girl pre-test/post-test design; moderated means were 7.415 (test) versus 3.885 (control). The article reports "a significant effect of factor appeared between queries of both groups" 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. Therefore, the educational games have a positive effect on the self-help for eating food."
Discussion¶
Related Claims¶
- Educational games significantly improve self-help for wearing clothes in 8-12-year-old educable mentally retarded girls — related
- Directed educational games significantly improve overall social skills of 8-12-year-old educable mentally retarded girls compared with conventional class instruction — related
- Educational games significantly improve socialization skill of 8-12-year-old educable mentally retarded girls — related
- Sensory evaluation, games, storybooks, role-modelling, and creative art activities tended to have large effects on food behaviours and attitudes in preschool children — related
- The game-based learning approach showed no significant gender differences in nutrition knowledge, attitudes, or food and drink habits — related
- Experiential learning activities improve children's knowledge, attitudes, and behaviors towards healthy eating — related
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