Between-group comparisons show no significant difference in pronunciation improvement between the PàN group and the paper-based gamified control group¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Mann-Whitney U tests comparing the two groups at each test phase found no significant difference for any measure. → Cardoso 2017

Evidence¶

Cardoso 2017¶

Cardoso, W., Rueb, A., & Grimshaw, J. (2017). Can an interactive digital game help French learners improve their pronunciation? In K. Borthwick, L. Bradley & S. Thouësny (Eds), CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 67-72). Research-publishing.net. https://doi.org/10.14705/rpnet.2017.eurocall2017.691

q2 · i? · causal · r1

Between-groups Mann-Whitney U comparisons at pre-, post-, and delayed post-tests for comprehensibility, fluency, and pronunciation all non-significant (e.g. fluency post-test "U 131.50 0.99"). The study used a pre-/post-/delayed post-test design with 16 judges rating speech excerpts.

"Mann-Whitney U tests were also conducted to compare improvement between groups for each measure in each test. Results (displayed in Table 2) indicate no significant difference."

Discussion¶

Related Claims¶

• One month of playing the digital information gap game PàN produced no statistically significant improvement in FSL learners' comprehensibility, fluency, or overall pronunciation — possibly the same claim (merge candidate)