The game produced large gains on the constructed-response household conservation item but no significant effect on the Las Vegas water-conservation importance item¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q4 · i3 large
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i3 Scores on the item asking students to describe three ways to conserve water at home increased significantly from pretest to posttest (d = 1.57) and delayed posttest (d = 2.05), with a significant Group by Time interaction favoring the experimental group. → E. Michael Nussbaum 2015 q4 i? For the first constructed-response question on why Las Vegas should conserve water, there were no significant effects. → E. Michael Nussbaum 2015 (2)

Evidence¶

E. Michael Nussbaum 2015¶

E. Michael Nussbaum, Marissa C. Owens, Gale M. Sinatra, Abeera P. Rehmat, Jacqueline R. Cordova, Sajjad Ahmad, Fred C. Harris, Jr., Sergiu M. Dascalu. (2015). Losing the Lake: Simulations to Promote Gains in Student Knowledge and Interest about Climate Change. https://doi.org/10.12973/ijese.2015.277a

q4 · i3 · causal · r2

Analysis of the second constructed-response item in the randomized trial using a gamma log-link GLM; a significant Group by Time interaction (Wald χ2 = 5.40, p = .02) favored the experimental group, with large within-group gains ("d = 1.57").

"For the experimental group, scores significantly increased from pretest to posttest (p < .001, d = 1.57) and from pretest to delayed posttest (p < .001, d = 2.05), and were significantly different from the control group at posttest ( p = .006, d = 0.64)"

E. Michael Nussbaum 2015 (2)¶

E. Michael Nussbaum, Marissa C. Owens, Gale M. Sinatra, Abeera P. Rehmat, Jacqueline R. Cordova, Sajjad Ahmad, Fred C. Harris, Jr., Sergiu M. Dascalu. (2015). Losing the Lake: Simulations to Promote Gains in Student Knowledge and Interest about Climate Change. https://doi.org/10.12973/ijese.2015.277a

q4 · i? · causal · r2

Null result on the first constructed-response item (scored 0-3, inter-rater reliability 86%) in the same randomized trial; the overall mean score was 1.17 and the interaction test was not significant. Equivalence was not tested.

"For the first constructed response question (“Why is it important for the Las Vegas Valley specifically to conserve water?”), there were no significant effects (e.g., for the interaction, Wald χ 2 = 0.70, p = .40)."

Discussion¶

Related Claims¶

• Playing the game produced a small but significant increase in student interest, driven by items about Las Vegas water sources and home water conservation — related
• Knowledge gains from the game were largest on water-flow, weather-vs-climate, greenhouse-effect, and household-conservation items, but three misconceptions were not effectively addressed — related
• Playing Losing the Lake significantly increased seventh graders' objective-test content knowledge relative to a control group viewing an earth science website — a broader claim this one bears on