Students rated the game positively, most often citing fun/interactive features, visuals, and new information learned¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental group's mean on the feedback survey Likert items was 4.19 out of 6, and open-ended responses most frequently mentioned fun or interactive features and new information learned. → 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

q2 · i? · causal · r2

Post-intervention feedback survey administered only to the experimental group (n = 60, internal consistency .89); 46.7% also referred to new information learned, e.g., grey water options. Descriptive percentages only; no inferential test.

"In regards to the item, “Please list at least two things you like about Losing the Lake ,” 48.3% of the participants referred to fun or interactive features of the game and 18.3% listed specific visual elements"

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 — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• Both writing-based and AI-based alternative-ending activities motivated students, though with distinct concerns in each group — related
• Students rated Zoo U highly for engagement and likeability, with every usability area rated at least 3.8 on a four-point scale — related
• After hands-on use, 96% of students wanted AIDA in their studies, with the quiz function the most liked feature — related
• Students rated the flipped-learning component highest and the GenAI module lower, with GenAI rated stronger for ideation than for time saving or direct output use — related