Students favoring fast iterative solution strategies achieved lower learning gains than students with slow, elaborate, or balanced play¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q3 i? Congruent with the 2SM, mainly fast iterative solution strategies were associated with lower learning gains than slow, elaborate solutions or a balanced mix of the two. → Martinez-Garza 2017
Evidence¶
Martinez-Garza 2017¶
Martinez-Garza, M. M., & Clark, D. B. (2017). Investigating Epistemic Stances in Game Play with Data Mining. International Journal of Gaming and Computer-Mediated Simulations, 9(3). https://doi.org/10.4018/IJGCMS.2017070101
q3 · i? · associational · r2
Research Question 1 analysis of Study 2 gameplay logs examined whether dichotomous fast/slow solution modes could be detected and how they related to learning gains. The article reports that "students who use mainly fast iterative solution strategies achieved lower learning gains" than slow or balanced players, supporting the 2SM prediction.
"Congruent with the 2SM, students who use mainly fast iterative solution strategies achieved lower learning gains than students who preferred slow, elaborate solutions, or a more balanced mix of the two."
Discussion¶
Related Claims¶
- Improvement in conceptually-laden in-game challenges over gameplay is strongly moderated by prior physics knowledge
- Affinity propagation clustering of gameplay attempts yielded an interpretable six-cluster solution (part.6)
- Playing EPIGAME produced a large, statistically significant pre-to-post gain in conceptual understanding of force and motion in 7th graders
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
fast-iterative-strategies-lower-learning-gains |
title |
Students favoring fast iterative solution strategies achieved lower learning gains than students with slow, elaborate, or balanced play |
description |
Students favoring fast iterative solution strategies achieved lower learning gains than students with slow, elaborate, or balanced play |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — martinez-garza-2017 |
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