No significant difference between designers and players in subjectively perceived interest in the game topic¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? One-way ANOVA revealed no significant difference between the active ('designers') and passive ('players') approaches on interest in the history of Čakovice. → Slussareff 2016

Evidence¶

Slussareff 2016¶

Slussareff, M. and Boháčková, P. (2016). Students as Game Designers vs. 'Just' Players: Comparison of Two Different Approaches to Location-Based Games Implementation into School Curricula. Digital Education Review, 29, 284-297. http://greav.ub.edu/der

q2 · i? · causal · r1

Same quasi-experiment; interest measured by one questionnaire item scored from -1 to 1 (stronger/no change/weaker), distributed one week after the game-play session. Descriptive means were 0.36 (experimental) vs 0.12 (comparison), but the ANOVA found "no significant difference" [F(1, 25) = 1.12, p = 0.300]; equivalence was not tested.

"One-way between subjects ANOVA was conducted, its results for dependent variable interest in a given area revealed no significant difference between active ('designers') or passive ('players') approach to the use of educational location-based games in school curricula; at the p<.05 level [F(1, 25) = 1.12, p = 0.300]."

Discussion¶

Related Claims¶

• Learning by designing an educational location-based game produced greater knowledge acquisition than learning by playing one, with significant effects on five of nine knowledge questions — related
• Group membership showed weak negative Pearson correlations with knowledge score and perceived interest — related