Both the online role-playing game-based guide and the traditional online guide produced significant pretest-to-posttest learning effectiveness gains, with no significant difference between the two groups¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learning effectiveness improved significantly in both the experimental group (Z = − 2.728, p = 0.006) and the control group (Z = − 2.684, p = 0.007). → Shu-Wei Liu 2025 q2 i? Mann–Whitney U tests showed no significant difference in learning effectiveness between the two groups at pretest or posttest. → Shu-Wei Liu 2025 (2)

Evidence¶

Shu-Wei Liu 2025¶

Shu-Wei Liu, Hung-Yu Chan, & Huei-Tse Hou. (2025). Role-playing monument exploration: an online educational game with a role-playing mechanism and multi-dimensional scaffolding for monument tours. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10480-3

q2 · i? · causal · r1

Wilcoxon signed rank tests of pretest–posttest learning effectiveness (23-point test) in a quasi-experiment with 12 experimental and 9 control participants. The article reports significant gains in both groups, indicating "positive learning effectiveness for both groups of activities".

"They showed that there were significant differences in both the experimental group (Z = − 2.728, p = 0.006) and the control group (Z = − 2.684, p = 0.007), which indicated positive learning effectiveness for both groups of activities."

Shu-Wei Liu 2025 (2)¶

Shu-Wei Liu, Hung-Yu Chan, & Huei-Tse Hou. (2025). Role-playing monument exploration: an online educational game with a role-playing mechanism and multi-dimensional scaffolding for monument tours. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10480-3

q2 · i? · causal · r1

Mann–Whitney U comparison of pretest and posttest learning effectiveness between the game-based and traditional guide groups (n = 12 vs. 9). No significant difference was found; equivalence was not tested. The authors note more game play time might produce higher learning effectiveness.

"The results showed that there were no significant differences between the two groups, indicating that there was no significant difference in the learning effectiveness of the two groups."

Discussion¶

Related Claims¶

• The game-based group rated contextual analysis as significantly more helpful than the traditional guide group, whose collaboration focused on task correctness rather than historical context — related
• Motivation increased significantly from before activity to in activity in the game-based group but showed no significant stage-to-stage change in the traditional guide group — related