Vocabulary instruction with the educational marble game produced significantly higher adjusted post-test scores than traditional instruction in a German second-foreign-language course¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · 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.
q2 i? After adjusting for pre-test scores, the experiment group taught with the educational marble game scored significantly higher (adjusted M = 22.27) than the control group taught traditionally (adjusted M = 18.65) on the 24-item vocabulary test. → Coşkun 2013
Evidence¶
Coşkun 2013¶
Coşkun, H. (2013). The importance of educational marble games in teaching German. Egitim Arastirmalari – Eurasian Journal of Educational Research, 53, 151-174. https://dergipark.org.tr/en/pub/ejer
q2 · i? · causal · r1
Quasi-experimental study of 64 sophomore students (34 experimental, 30 control) electing German at Hacettepe University; pre-tests used as covariates. The article reports "a significant difference between the post-test means" with F(1,61) = 25.503, p < .001; adjusted means were 22.27 versus 18.65. No effect size is printed.
"According to the ANCOVA results, when the pre -test scores are used as a covariate variable, there is a significant difference between the post-test means of the students in different groups [(F 1, 61) = 25,503, p< .001 ]."
Discussion¶
Learner Variables¶
- Reading and Language — outcome: instruction changes it
Related Claims¶
- In a Thai university EFL course, students revising with Kahoot achieved higher adjusted post-test grammar and vocabulary scores than students revising with paper quizzes — related
- First graders taught science with educational games achieved higher scientific concepts acquisition than those taught by traditional method — related
- Task-based language assessment quizzes produced significantly higher posttest vocabulary scores than traditional assessment quizzes in a quasi-experimental Iranian EFL study — related
- Junior secondary students taught algebraic expressions with card games and algebra tic-tacmatics achieved significantly higher adjusted post-test scores than students taught by conventional lecture method — related
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