Game-based and PowerPoint instruction produced no significant difference in students' attitudes toward the nutrition course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After ANCOVA adjustment, the two groups' nutrition-attitude ratings did not differ significantly, although the experimental group's adjusted mean was numerically higher. → Jui-Mei Yien 2011

Evidence¶

Jui-Mei Yien 2011¶

Jui-Mei Yien, Chun-Ming Hung, Gwo-Jen Hwang, Yueh-Chiao Lin. (2011). A Game-Based Learning Approach to Improving Students' Learning Achievements in a Nutrition Course. The Turkish Online Journal of Educational Technology, 10(2). https://eric.ed.gov/?id=EJ932220

q2 · i? · causal · r1

ANCOVA on the 20-item nutrition attitude questionnaire (Cronbach's α = 0.85) with pretest as covariate: F = .19, p = .66; adjusted means 88.98 (experimental) versus 88.36 (control), so "no significant difference between the two".

"the learning achievements between the two groups were not significantly different (F =.19, p=.66, p>.05) after the influence of the nutrition knowledge pretest scores were excluded"

Discussion¶

Related Claims¶

• Game-based instruction significantly improved students' food and drink habits relative to PowerPoint instruction — related
• Computer game-based instruction produced significantly better nutrition knowledge than multimedia PowerPoint instruction in third graders — related
• The game-based learning approach showed no significant gender differences in nutrition knowledge, attitudes, or food and drink habits — related
• Students expressed highly positive feedback toward the game-based learning approach across knowledge, attitude, habit, and viewpoint aspects — related