The GAP correlates with an independent performance-based persistence measure and with physics post-test scores, supporting construct validity¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: tool and model accuracy changes quickly

Subclaims¶

q3 i? The GAP significantly related to the impossible anagrams and picture comparison persistence task and to physics post-test scores, which the authors take as evidence of construct validity. → Ventura 2013

Evidence¶

Ventura 2013¶

Ventura, M., Shute, V., & Small, M. (2013). Assessing Persistence in Educational Games. Design Recommendations for Intelligent Tutoring Systems - Volume 2: Adaptive Instructional Management. https://eric.ed.gov/?q=Assessing+Persistence+in+Educational+Games

q3 · i? · associational · r2

Correlational analysis (Table 1) from the same log-file study of 70 students. The authors report the GAP "si gnificantly relates to the anagrams and picture comparison tasks and the physics post-test scores," which they cite as "evidence of construct validity of the GAP."

"As can be seen, the GAP si gnificantly relates to the anagrams and picture comparison tasks and the physics post-test scores."

Discussion¶

Related Claims¶

• A game-based assessment of persistence predicts physics post-test gains for low-performing players after controlling for background and enjoyment — a narrower finding that bears on this claim
• Creativity estimate significantly predicts physics learning and game enjoyment
• Free choice of activities increases performance, task interest, and persistence across ages and settings — related
• Gender, gaming frequency, and physics knowledge were not significant predictors of persistence — related