The usefulness of the GAP depends on players being sufficiently challenged in the game¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The GAP's usefulness appears limited to players who faced sufficient difficulty, since persistence is elicited only under challenge. → 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

q2 · i? · associational · r2

The authors' interpretation of the Ventura and Shute (2013) results: players who had more difficulty in the game were operating under the required conditions to elicit persistence, since to persist one must be challenged.

"The usefulness of the GAP does appear to depend on whether kids were being sufficiently challenged in the game."

Discussion¶

Related Claims¶

• In gamers' interview reports, sustained gaming engagement appeared closely related to controlling an optimal level of challenge: games too hard were often abandoned and games too easy lost their interest — a broader claim this one bears on
• Introducing more challenging work without sufficient supports or attention to students' emotions and learning strategies can lead to frustration, withdrawal, disruption, and less learning — related
• A game-based assessment of persistence predicts physics post-test gains for low-performing players after controlling for background and enjoyment — related
• Case analysis shows regulation strategies did not always align with the challenges faced, leading to recurring difficulties within the group — related
• Teachers treat resilience under challenge as a teachable skill that current routines and dashboards do little to support — related