A significant gender-by-time interaction characterized perceived usability, with marginally significant male-female differences at Lessons 1 and 3¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 There was a significant interaction between lessons (time points) and gender for Perceived Usability (η2 = .24). → Yanjun Pan 2024

Evidence¶

Yanjun Pan 2024¶

Yanjun Pan, Elizabeth L. Adams, Leanne R. Ketterlin-Geller, Eric C. Larson, Corey Clark. (2024). Enhancing middle school students' computational thinking competency through game-based learning. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10400-x

q2 · i3 · causal · r1

Mixed factorial repeated measures ANOVA (n = 19) testing group-variable by time interactions on engagement subscales. The lessons-by-gender interaction on Perceived Usability was significant, F(2.127, 36.158) = 5.47, p = .007, η2 = .24; female means decreased from Tutorial to Lesson 2 then rose, while male means decreased from Lesson 1 to Lesson 3.

"There was a significant interaction between different lessons (i.e., time points) and gender, F(2.127, 36.158) = 5.47, p = .007, η2 = .24."

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• No significant gender differences in end-activity usability ratings or in within-group maths gains — related
• Students' perceived usability of the game declined significantly across lessons while focused attention, aesthetics, and satisfaction remained stable — related