Claims

Students' perceived usability of the game declined significantly across lessons while focused attention, aesthetics, and satisfaction remained stable

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i3 large
Currency · newest study 2024 · 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 i3 Mean Perceived Usability differed significantly across the four time points (η2 = .16), decreasing from 3.8 to 2.9 before a slight rebound. → Yanjun Pan 2024 q2 i? Focused Attention, Aesthetics, and Satisfaction did not differ significantly across the four lessons. → Yanjun Pan 2024 (2)

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

One-way repeated measures ANOVA (Greenhouse–Geisser corrected) on User Engagement Scale subscales across four time points (n = 19). Perceived Usability differed significantly across lessons, F(2.034, 36.621) = 3.34, p = .046, η2 = .16, with a post hoc change between Tutorial and Lesson 2 (p = .025); means fell from 3.8 to 2.9.

"but not Perceived Usability, F(2.034, 36.621) = 3.34, p = .046, η2 = .16. The follow-up Bonferroni-adjusted post hoc tests revealed that there was a significant change in Perceived Usability at Tutorial and Lesson 2 (p = .025)."

Yanjun Pan 2024 (2)

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 · i? · design · r2

Repeated measures ANOVAs on the other User Engagement Scale subscales found no significant differences across the four time points for Focused Attention (F(3, 54) = 0.48, p = .697), Aesthetics (p = .222), or Satisfaction (p = .216).

"mean Focused Attention did not differ statistically significantly across the four lessons (i.e., time points), F(3, 54) = 0.48, p = .697, η2 = .03."

Discussion

Page metadata
Field Value
type claim
id gbl-perceived-usability-declined-across-lessons
title Students' perceived usability of the game declined significantly across lessons while focused attention, aesthetics, and satisfaction remained stable
description Students' perceived usability of the game declined significantly across lessons while focused attention, aesthetics, and satisfaction remained stable
status review
evidence_strength moderate
newest_evidence 2024
generated by process:wiki-ingest on 2026-10-29
trust unverified — no one has confirmed this page's content
sources 2 — yanjun-pan-2024, yanjun-pan-2024-2

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