Students rated the classroom games as fun and engaging (mean 4.7/5) and did not find leaderboards intimidating (mean 1.7/5)¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
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.
q2 i? On a 15-question Likert survey, students mostly agreed the games made learning fun (4.7), that they communicated while playing (4.7), and disagreed that leaderboards were intimidating (1.7). → Fotaris P 2016
Evidence¶
Fotaris P 2016¶
Fotaris P, Mastoras T, Leinfellner R and Rosunally Y. (2016). Climbing Up the Leaderboard: An Empirical Study of Applying Gamification Techniques to a Computer Programming Class. The Electronic Journal of e-Learning Volume 14 Issue 2, pp94-110. www.ejel.org. https://eric.ed.gov/?id=EJ1101229
q2 · i? · causal · r1
All 52 experimental-class students completed a 15-question online survey on a 1-5 Likert scale at semester end. Table items include 4.7 for fun/engaging environment, 4.7 for communicating with other players, and 1.7 for finding the leaderboard intimidating.
"According to the weighted Likert scale average shown in Figure 8, students mostly agreed that the classroom games made learning fun and would like to see them introduced to other modules as well."
Discussion¶
Related Claims¶
- Students rated the game positively, most often citing fun/interactive features, visuals, and new information learned — related
- During the game, most students reported exerting effort, but fewer than half reported feeling competent or interested, and most reported deeper study — related
- Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
- Students report high satisfaction with CAMI, finding it more interesting and easier to understand than traditional instruction — related
- Intervention students reported fiction videos made instruction more interesting and helped them understand difficult concepts, but rated hands-on labs as most helpful — related
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