The simulation advantage and interest differences hold across subgroups of age, gender, school form, and grade¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No significant differences in the method comparison were found in subgroups of age, gender, school form, or grade. → Krüger 2022

Evidence¶

Krüger 2022¶

Krüger, J. T., Höffler, T. N., Wahl, M., Knickmeier, K., & Parchmann, I. (2022). Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education. Instructional Science. https://doi.org/10.1007/s11251-021-09566-1

q3 · i? · causal · r2

Secondary subgroup analysis across both studies reported no significant subgroup differences; no effect sizes or test statistics were printed for these null findings.

"We could not find any significant differences in subgroups (age, gender, school form, or grade)."

Discussion¶

Related Claims¶

• Secondary school students learn more complex marine ecology content from interactive computer simulations than from hands-on experiments, with a larger advantage for the more complex multidimensional topic — related
• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — related
• Sex-specific subgroup models show the same functional forms for boys and girls, though cubic coefficients for boys were not significant after correction — related
• Male and female WM growth trajectories do not differ: sex-by-age interactions are non-significant after multiple-comparison correction — related
• No significant differential treatment effects by prior (Grade 4) achievement level or gender; the Grade 4 Level 3 subgroup difference was marginal (p = .053) — related