Mastery-approach and performance-approach goal instructions do not interact on learning outcomes in game-based learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? There were no statistically significant interaction effects between mastery-approach and performance-approach goal instructions on any learning process or outcome, disconfirming the interactive mechanism. → Hu 2024

Evidence¶

Hu 2024¶

Hu, Y., Wouters, P., van der Schaaf, M., & Kester, L. (2024). The effects of achievement goal instructions in game-based learning on students' achievement goals, performance, and achievement emotions. Learning and Instruction, 93, 101943. https://doi.org/10.1016/j.learninstruc.2024.101943

q3 · i? · causal · r2

In the randomized 2×2 experiment (N = 450), robust regression found no significant mastery × performance instruction interaction on any outcome; the authors state the specialized, additive, and interactive mechanisms of the multiple goal perspective were not supported.

"There were no statistically significant interaction effects on all learning processes and outcomes."

Discussion¶

Related Claims¶

• Mastery-approach goal instructions do not induce mastery-approach goals and show no effects on learning outcomes in secondary school game-based learning — related
• Prior mastery-approach goals moderate the effect of performance-approach goal instructions on mental effort — related
• Mastery-approach, performance-approach, and performance-avoidance goals positively predict engagement, while mastery-avoidance goals do not, in AI-assisted English learning — related