Playing the game produced a small but significant increase in student interest, driven by items about Las Vegas water sources and home water conservation¶
Claim · All claims
Evidence · 1 study · causalr2·q4·i1small
Currency · newest study 2015 · 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.
q4 i1 The Group x Time effect on the interest survey was significant, with the experimental group's means increasing by one point (d = .23) while the control group did not change. → E. Michael Nussbaum 2015
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 · i1 · causal · r2
Repeated-measures ANOVA on the 8-item interest survey (internal consistency .81 pre, .86 post) in the randomized trial; the increase was driven by the first two items (Las Vegas water sources, p = .002; home conservation, p < .001). Printed effect size: "d = .23".
"The Group x Time effect was significant ( F(1, 110) = 3.98, p < .05). In the experimental group, the means increased by one point (from 22.25 to 23.25, p = .015, d = .23) but did not change in the control group (23.01 at pretest, 22.9 at posttest, p = .69)."
Discussion¶
Related Claims¶
- The game produced large gains on the constructed-response household conservation item but no significant effect on the Las Vegas water-conservation importance item — 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
- Students rated the game positively, most often citing fun/interactive features, visuals, and new information learned — related
- Playing Losing the Lake significantly increased seventh graders' objective-test content knowledge relative to a control group viewing an earth science website — related
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