91% of experimental group students said OrCheTaboo helped them learn functional-group concepts¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In post-game interviews, 91% of students (f: 29) thought the game helped learning of functional-group concepts; 9% (f: 3) thought it did not. → Akkuzu 2016

Evidence¶

Akkuzu 2016¶

Akkuzu, N. & Uyulgan, M.A. (2016). How to Improve Students' Comprehension concerning the Major Terms of Functional Groups?--In the Experiment of OrCheTaboo Game. International Journal of Higher Education, 5(2). https://doi.org/10.5430/ijhe.v5n2p196

q2 · i? · causal · r2

Semi-structured interviews with each experimental group student after the experiments and game, five open-ended questions, 20-25 minutes each, subjected to content analysis with a researcher agreement rate of .94. This is student self-report, not an achievement measure.

"According to the findings, 91% of the students (f: 29) think that it helps learning the concepts relat ed to the functional groups, 9% (f: 3) of them think that it does not help"

Discussion¶

Related Claims¶

• Playing OrCheTaboo after laboratory experiments produced significantly higher functional-group term test scores than laboratory experiments alone, with a large effect — related
• Students most often attributed OrCheTaboo's contribution to retention in learning, followed by fun learning, association between concepts, and increased motivation — related
• Students' main difficulties during OrCheTaboo were associating concepts and giving scientific descriptions, with lack of knowledge and forbidden terms also cited — related
• 53% of experimental students considered themselves sufficient at describing terms, most often citing ability of expressing — related