Final exam scores were significantly higher for the game-based homework session (t = -2.5559, p = 0.0168)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The final exam mean was 75.63 for the game-based session versus 66.22 for the traditional session, with a t-test p-value of 0.0168. → Huang and Hsu 2011

Evidence¶

Huang and Hsu 2011¶

Chin-Wen Huang, Chun-Pin Hsu. (2011). Using Online Games To Teach Personal Finance Concepts. American Journal of Business Education – December 2011 Volume 4, Number 12. https://eric.ed.gov/?id=EJ1056617

q2 · i? · causal · r1

t-Test results reported in Table 2 for the two-session comparison (22 students per session). The article reports the final exam difference as "statistically significant at 99% for the midterm and 98% for the final exam"; Table 2 prints t = -2.5559, p = 0.0168 for the final.

"The incremental difference between the sessions of the average scores on the midterm and final scores, according to t-test results, was statistically significant at 99% for the midterm and 98% for the final exam."

Discussion¶

Related Claims¶

• A Mann-Whitney U test also showed the game-based session's scores differed statistically from the traditional session's — related
• College students assigned free online games as homework scored significantly higher on the midterm than students given traditional assignments — related