Motivation drops significantly in the unplugged group but not in the plugged-in group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Design limits · Sigayret 2022: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-30)

Subclaims¶

q3 i1 The unplugged group showed a significant small drop in motivation from pre- to post-test (d = 0.34), while the plugged-in group's motivation did not change significantly. → Sigayret 2022

Evidence¶

Sigayret 2022¶

Sigayret, K., Tricot, A., & Blanc, N. (2022). Unplugged or plugged-in programming learning: A comparative experimental study. Computers and Education, 184, 104505. https://doi.org/10.1016/j.compedu.2022.104505

q3 · i1 · causal · r2

Pre/post comparison of the Motivation and self-belief Test found "a significant drop in motivation in this group (F(1, 215) = 6.15; p = .014; d = 0.34)" in the unplugged group only.

"On the other hand, the results showed a significant drop in motivation in this group (F(1, 215) = 6.15; p = .014; d = 0.34). In the plugged-in group, the pre-test/post-test evolution was never significant, neither for the total scores nor for the results in the three different item categories."

Discussion¶

Related Claims¶

• Gender differences in post-test motivation and willingness to continue programming appear only in the plugged-in condition — related
• Attitude toward science and self-belief show no significant change in either condition — related
• Plugged-in Scratch learning yields higher algorithmic problem-solving scores than unplugged learning, especially on complex exercises — related