No consistent learning effect of repeated TrackFX gameplay was found across children, though 37% showed positive performance slopes and improvement reached an asymptote after six sessions¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Of 30 children who played more than one session, 11 (37%) had positive performance slopes, but a consistent learning effect over time was not found for all children. → Kimiko Ryokai 2013 q2 i? Regression of first versus last session threshold across thirty children revealed an essentially flat, nonlinear relationship (r = 0.029; p = 0.88). → Kimiko Ryokai 2013 (2)

Evidence¶

Kimiko Ryokai 2013¶

Kimiko Ryokai, Faraz Farzin, Eric Kaltman, Greg Niemeyer. (2013). Assessing multiple object tracking in young children using a game. Education Tech Research Dev. https://doi.org/10.1007/s11423-012-9278-x

q2 · i? · design · r2

Slope-fitting analysis of tracking threshold as a function of play session for 30 children; seventeen showed negative slopes, dominated by children who only played 2 sessions, and two showed no change.

"Thirty children played more than one session. Of these thirty, eleven (37 %) had performance slopes that were positive, with 2 children (both played 3 sessions) showing perfectly linear improvement over time with repeated gameplay (slope = 1). However, we did not find a consistent learning effect over time for all 30 children."

Kimiko Ryokai 2013 (2)¶

Kimiko Ryokai, Faraz Farzin, Eric Kaltman, Greg Niemeyer. (2013). Assessing multiple object tracking in young children using a game. Education Tech Research Dev. https://doi.org/10.1007/s11423-012-9278-x

q2 · i? · design · r2

First-versus-last-session regression analysis (Fig. 7); despite the nonsignificant learning effect, a select number of children improved between the first and last gameplay session, seen in points above the no-change line.

"Regression analysis on the threshold game level reached during the first versus the last session revealed an essentially flat, nonlinear relationship (r = 0.029; p = 0.88) across the thirty children."

Discussion¶

Related Claims¶

• The game was equally engaging across children's age and sex, with no significant relationship between number of sessions played and age or sex — related
• Children encouraged to ask questions increase the number of relevant questions they ask over the course of training, but non-linearly — related
• The interactive two-timescale model (M4) provides the most general account of naturalistic learning, though the additive-forgetting model (M3) fits better at six of eight interval subsets — related
• Children aged 30–58 months tracked on average 1 target among 2 distractors, with a slight trend for older children to reach higher thresholds — related
• Proportion of correctly identified targets dropped linearly with game level for both children and adults, confirming the dynamic leveling technique adjusts difficulty nearly linearly