Game-based and traditional-instruction students show no significant difference in learning achievement at pre-test¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Before the intervention, the game-based group and the traditional group did not differ significantly in learning achievement. → Su 2013

Evidence¶

Su 2013¶

Su, C.-H., & Cheng, C.-H. (2013). 3D game-based learning system for improving learning achievement in software engineering curriculum. The Turkish Online Journal of Educational Technology, 12(2). https://eric.ed.gov/?id=EJ1015378

q2 · i? · causal · r1

Baseline t-test in the quasi-experiment: Table 3 reports pre-test t=-0.381, df=62, Sig.=0.705 (NA, no significant), with Group A Mean=71.36 and Group B Mean=72.37. Equivalence was not tested beyond this non-significant test.

"In pre-test comparison, t-test shows no difference in learning achievement between group A and group B as shown in Table 3."

Discussion¶

Related Claims¶

• No significant pre-test difference existed between the two groups' entry listening knowledge — related
• The four groups were equivalent in prior science knowledge before the intervention — related
• Experimental and control groups did not differ significantly in pre-test science achievement before the intervention — related
• Intervention and control groups did not differ significantly in attitudes towards statistics at pre-test — related
• Attitudes toward mathematics did not differ significantly between the VM-enriched ePBL group and the traditional PBL group after the intervention — related
• Before instruction, the jigsaw and traditional groups were equivalent on prior knowledge, unit pre-test, and prior grades — related
• Before instruction, the PBL and control groups did not differ significantly in mixtures achievement — related
• CAVI and TVI groups were equivalent in target vocabulary knowledge before the experiment — related