The game-based learning approach showed no significant gender differences in nutrition knowledge, attitudes, or food and drink habits¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2011 · not yet checked against its sources · 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? ANCOVA comparisons between male and female students on all three outcome measures were non-significant, suggesting the approach helped both genders. → 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
Post-hoc ANCOVA on posttest scores of 17 males and 16 females (experimental group) with corresponding pretest scores as covariates found F values of 1.00, .00 and .14 for knowledge, attitudes and habits, with "no significant difference between genders".
"It was found that there is no significant difference between genders in terms of the three aspects, implying that the game-based learning approach is helpful to both genders in improving their learning achievements and learning attitudes."
Discussion¶
Related Claims¶
- Game-based instruction significantly improved students' food and drink habits relative to PowerPoint instruction — related
- Game-based and PowerPoint instruction produced no significant difference in students' attitudes toward the nutrition course — related
- Cooking, taste-testing, games, role-playing, and gardening had the greatest effects on nutrition outcomes in primary school children — related
- Students expressed highly positive feedback toward the game-based learning approach across knowledge, attitude, habit, and viewpoint aspects — related
- Male students taught algebraic expressions with games achieved significantly higher adjusted scores than female students — related
- The effect of games-based instruction on algebraic expressions achievement interacted significantly with gender, favoring male students — related
- Experiential learning activities improve children's knowledge, attitudes, and behaviors towards healthy eating — related
- Educational games significantly improve self-help for eating food in 8-12-year-old educable mentally retarded girls — related
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