Entertainment value of simulation games did not moderate learning relative to comparison instruction¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2011 · 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.
q3 i? Trainees learned the same amount from high-entertainment (d = .26) and low-entertainment (d = .38) simulation games relative to comparison groups, failing to support the entertainment hypothesis. → Traci Sitzmann 2011
Evidence¶
Traci Sitzmann 2011¶
Traci Sitzmann. (2011). A Meta-Analytic Examination of the Instructional Effectiveness of Computer-Based Simulation Games. Personnel Psychology, 64, 489-528. https://onlinelibrary.wiley.com/journal/17446570
q3 · i? · quant-synthesis · r2
Meta-analytic moderator analysis comparing nine high-entertainment samples (N = 809) with 51 low-entertainment samples (N = 3,216); the QB statistic was not significant for entertainment value, and the article reports trainees "learned the same amount" across categories.
"Relative to the comparison group, trainees learned the same amount from simulation games that had high ( d = .26) or low (d = .38) entertainment value, failing to support Hypothesis 5."
Discussion¶
Related Claims¶
- Trainees learn more from simulation games when they have unlimited access to the game — related
- Simulation games are effective as a supplement to other instruction but not as standalone instruction, where comparison groups learned slightly more (a difference not statistically significant) — related
- The advantage of simulation games shrinks or reverses when the comparison group learns via active instructional methods — related
- Games with irrelevant story context show significantly larger learning effects than games with relevant story context, and games with no story show a larger, untested mean effect — related
- The authors concluded transfer of motivational engagement from entertainment gaming to educational contexts was unlikely — related
- Simulation games are more effective when they actively rather than passively convey course material — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
entertainment-value-does-not-moderate-simulation-game-learning |
title |
Entertainment value of simulation games did not moderate learning relative to comparison instruction |
description |
Entertainment value of simulation games did not moderate learning relative to comparison instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — traci-sitzmann-2011 |
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