Computer game-based instruction produced significantly better nutrition knowledge than multimedia PowerPoint instruction in third graders¶

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 controlling for pretest scores, the experimental group's adjusted posttest mean on the nutrition knowledge test was significantly higher than the control group's. → 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

Quasi-experimental nonequivalent-control group study; ANCOVA on the 20-item nutrition knowledge posttest with pretest as covariate showed F = 20.01, p < .001, with adjusted means of 17.39 versus 14.64, showing the game group "significantly higher than that of the control group".

"The adjusted mean of the experimental group was 17.39 while that of the control group was 14.64, implying that the learning achievement of the experimental group was significantly higher than that of the control group"

Discussion¶

Related Claims¶

• Game-based instruction significantly improved students' food and drink habits relative to PowerPoint instruction — related
• Game-based and PowerPoint instruction produced no significant difference in students' attitudes toward the nutrition course — related
• Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related