Game-based instruction significantly improved students' food and drink habits relative to PowerPoint instruction¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After covariate adjustment, the experimental group's food-and-drink habit ratings were significantly better than the control group's, though only at the p = .05 threshold. → Jui-Mei Yien 2011

Evidence¶

Jui-Mei Yien 2011¶

Jui-Mei Yien, Chun-Ming Hung, Gwo-Jen Hwang, Yueh-Chiao Lin. (2011). A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course. The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932220

q2 · i? · causal · r1

ANCOVA on the 20-item food-and-drink habits questionnaire (Cronbach's α = 0.85) with pretest as covariate: F = 4.17, p = .05; adjusted means 89.28 versus 86.05, which the authors read as game-based instruction "can effectively enhance student food and drink habits".

"the learning achievements between the two groups were significantly different (F =4.17, p=.05, p<0.05). The adjusted mean of the experimental group was 89.28 whereas that of the control group was 86.05."

Discussion¶

Learner Variables¶

• Physical Well-Being — outcome: instruction changes it

Related Claims¶

• The game-based learning approach showed no significant gender differences in nutrition knowledge, attitudes, or food and drink habits — related
• Game-based and PowerPoint instruction produced no significant difference in students' attitudes toward the nutrition course — related
• Computer game-based instruction produced significantly better nutrition knowledge than multimedia PowerPoint instruction in third graders — related
• High intake of lemonade, sugar-sweetened soft drinks and salty snacks is associated with decreased odds of high academic achievement, mainly in girls — related