CS students who learned CT concepts through the iThinkSmart VR game-based application demonstrated significantly better CT competency scores than students in the control group¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group (n=21) scored significantly higher on the CT post-test than the control group (n=26), t(45) = 2.51, p = 0.016. → Friday Joseph Agbo 2023 q2 i2 The between-group effect size was d = 0.74, described by the authors as a nearly large effect size. → Friday Joseph Agbo 2023 (2)

Evidence¶

Friday Joseph Agbo 2023¶

Friday Joseph Agbo, Solomon Sunday Oyelere, Jarkko Suhonen, Markku Tukiainen. (2023). Design, development, and evaluation of a virtual reality game-based application to support computational thinking. Education Tech Research Dev 71:505–537. https://doi.org/10.1007/s11423-022-10161-5

q2 · i? · causal · r2

Randomized experiment with 47 Nigerian CS students: the experimental group learned CT via iThinkSmart VR mini games while the control used Kahoot! blended with traditional lecture. Means were "μ = 8.81, σ = 2.70" versus "μ = 6.96, σ = 2.36" on the BCTt-based post-test.

"The 21 participants in the experimental group (μ = 8.81, σ = 2.70) compared to the 26 participants in the control group (μ = 6.96, σ = 2.36) demonstrated significantly better CT competency scores, t(45) = 2.51, p = 0.016."

Friday Joseph Agbo 2023 (2)¶

Friday Joseph Agbo, Solomon Sunday Oyelere, Jarkko Suhonen, Markku Tukiainen. (2023). Design, development, and evaluation of a virtual reality game-based application to support computational thinking. Education Tech Research Dev 71:505–537. https://doi.org/10.1007/s11423-022-10161-5

q2 · i2 · causal · r2

The same experiment's computed effect size: "the d value is 0.74 which indicates a nearly large effect size", favoring the VR group over the traditional lecture group.

"In this study, the d value is 0.74 which indicates a nearly large effect size, implying that those that learned CT concepts through iThinkSmart VR game-based application gained more CT competency compared to those that learned CT concepts using the traditional lecture method."

Discussion¶

Related Claims¶

• Students who played iThinkSmart VR mini games reported higher interest in learning CT concepts than students who did not use the educational game — related
• Students who played iThinkSmart VR mini games gained higher CT cognitive benefits than students learning through the traditional lecture method — related
• Students who played iThinkSmart mini games showed a significantly higher CT learning attitude than those who did not play the mini games — related
• First-level participant feedback found the iThinkSmart prototype engaging but flagged movement, navigation, graphics, and device-support issues for improvement — related