The competitive Game Show increased students' tutoring engagement relative to baseline¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2013 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Matsuda 2013: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-28)
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? Game Show students responded to SimStudent's questions more often and with more 'deep' responses than Baseline students, despite equal self-reported motivation. → Matsuda 2013
Evidence¶
Matsuda 2013¶
Matsuda, N., Yarzebinski, E., Keiser, V., Raizada, R., Stylianides, G. J., & Koedinger, K. R. (2013). Studying the Effect of a Competitive Game Show in a Learning by Teaching Environment. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-013-0009-1
q3 · i? · causal · r2
Process-data comparison between Game Show and Baseline conditions in the classroom RCT. Game Show students also entered more "deep" responses (MGS=.24 vs. MBL=.16, t(85)=−2.34, p<.05) but tutored fewer problems in less total time.
"the mean probability of responding to SimStudent’s questions was MGS=.93 (SD=0.12) vs. MBL=.83 (SD=0.25); t(63)=2.27, p<.05"
Discussion¶
Related Claims¶
- Curiosity-modulated tutoring produces roughly 2.4× more conversational turns than baseline under fixed time budgets — related
- Learning By Teaching Improves Tutor Learning — a broader claim this one bears on
- No correlation between motivation or engagement measures and tutor learning gains — related
- Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — related
- Learning-by-teaching games position students as tutors of a teachable virtual agent for basic mathematics — a broader claim this one bears on
- A competition environment increases learners' motivation toward the instructional game — related
- Post-test scores correlate with motivation, response time, reading time and in-game accuracy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
game-show-increases-tutoring-engagement |
title |
The competitive Game Show increased students' tutoring engagement relative to baseline |
description |
The competitive Game Show increased students' tutoring engagement relative to baseline |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-28 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — matsuda-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.