College students assigned free online games as homework scored significantly higher on the midterm than students given traditional assignments¶

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? Session B (game-based assignments) averaged 77.81 on the midterm versus 62.81 for session A (traditional assignments), a difference significant at 99%. → 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

Quasi-experimental comparison of two sessions of Personal Finance at a northeastern public university, 22 non-business majors each, same instructor and exams. Session B used games as homework; session A used traditional essay/problem-solving homework. The midterm means were "62.81, as compared to 77.81 for session B".

"the average midterm score for session A was 62.81, as compared to 77.81 for session B. The average final exam score was 66.22 for session A and 75.63 for session B."

Discussion¶

Related Claims¶

• The informal letter-writing assignment significantly improved scores on a midterm exam containing both multiple-choice and essay components — related
• A Mann-Whitney U test also showed the game-based session's scores differed statistically from the traditional session's — related
• Final exam scores were significantly higher for the game-based homework session (t = -2.5559, p = 0.0168) — related
• On raw exam scores, interleaved homework produced no significant midterm difference between sections but a significant final exam advantage for the interleaved section — related