No relationship was found between treatment dosage variables and students' response to the NS1 intervention¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2016 · 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.
q3 i? Number of sessions or practice opportunities completed was not related to responsiveness to NS1. → Hank Fien 2016
Evidence¶
Hank Fien 2016¶
Hank Fien, Christian T. Doabler, Nancy J. Nelson, Derek B. Kosty, Ben Clarke & Scott K. Baker (2016). An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1119229
q3 · i? · causal · r2
The study measured treatment exposure as number of student practice opportunities in the NS1 game and explored associations with outcome change using Pearson's r correlations among treatment students. The article reports "no relationship between dosage variables and students' response to the intervention." No correlation coefficient is printed in the supplied text.
"Additionally, there was no relationship between dosage variables and students' response to the intervention."
Discussion¶
Learner Variables¶
- Time and Continuity — predictor: learners who differ on it differ in outcomes
Related Claims¶
- NS1 intervention effects were not statistically significant for distal outcome measures — related
- NS1 was implemented with moderate overall fidelity and substantial variability between groups, with treatment students completing on average 18.6 sessions and 499.8 practice opportunities — related
- An on-treatment dosage analysis found no significant relationship between number of sessions attended and reading outcomes — related
- An on-treatment analysis found no significant effect of intervention dosage on reading outcomes — related
- Number of treatment sessions received was not associated with end-of-treatment performance — related
- The on-treatment analysis revealed a significant positive relationship between total coaching contact time (dosage) and pupils' reading and writing outcomes — related
- Number of intervention sessions delivered is not associated with school-pair level impacts on TEMA-3 — related
- An on-treatment analysis found no significant effect of intervention dosage on reading outcomes — related
- The NS1 gaming intervention produced significant effects favoring the treatment group on proximal measures of whole-number concepts and skills in first-grade students at risk for mathematics difficulties — related
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