Path analysis supports an indirect path from competition through motivation and in-game accuracy to post-test scores¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2015 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Competition was positively related to motivation, and motivation was positively associated with accuracy in the game, but not with response time. → Nergiz Ercil Cagiltay 2015 q2 i? Post-test was positively related to accuracy and response time, but the direct paths from competition and motivation to post-test were not significant. → Nergiz Ercil Cagiltay 2015 (2)

Evidence¶

Nergiz Ercil Cagiltay 2015¶

Nergiz Ercil Cagiltay, Erol Ozcelik, Nese Sahin Ozcelik. (2015). The effect of competition on learning in games. Computers & Education. https://doi.org/10.1016/j.compedu.2015.04.001

q2 · i? · causal · r2

Path analysis with LISREL 8.8 on the 142-participant data; fit indices (GFI = .97, CFI = .90, SRMR = 0.08) were acceptable and the model "explained 32% of the variance in the post-test"; competition-to-motivation and motivation-to-accuracy paths were significant.

"Accordingly, competition was positively related with motivation (t ¼ 2.09), thus H1 was supported. Motivation was positively associated with accuracy in the game ( t ¼ 2.43), but not with response time of answering to the questions in the game ( t ¼ 0.34)."

Nergiz Ercil Cagiltay 2015 (2)¶

Nergiz Ercil Cagiltay, Erol Ozcelik, Nese Sahin Ozcelik. (2015). The effect of competition on learning in games. Computers & Education. https://doi.org/10.1016/j.compedu.2015.04.001

q2 · i? · causal · r2

The same LISREL path analysis showed post-test paths from accuracy (t = 6.17) and response time (t = 3.20) were significant, while "the paths from competition to post-test ( t ¼ 1.78) and from motivation to post-test were not signi ficant".

"Post-test was positively correlated with accuracy ( t ¼ 6.1 7) and response time (t ¼ 3.20), supporting H4 and H5. However, the paths from competition to post-test ( t ¼ 1.78) and from motivation to post-test were not signi ficant (t ¼ 1.89). Hence, H6 and H7 were not supported."

Discussion¶

Related Claims¶

• Competition increases time spent answering questions but not reading time or in-game accuracy — related
• Post-test scores correlate with motivation, response time, reading time and in-game accuracy — related
• Adding a real-time competition environment to a serious game improves learners' post-test scores — related
• Higher response time, accuracy, and motivation correlate with higher post-test scores; reading time of explanations does not — related
• Motivation is positively related to accuracy and response time during game-based learning — related
• Post-test performance is positively associated with accuracy, response time, uncertainty, and motivation — related