Performance-approach goal instructions increase mental effort but decrease posttest performance in game-based learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i0 negligible
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Performance-approach goal instructions raised mental effort (t = 2.31, p = 0.021, d = 0.08) and lowered posttest performance (t = -1.99, p = 0.047, d = -0.19) relative to no performance-approach instructions. → Hu 2024

Evidence¶

Hu 2024¶

Hu, Y., Wouters, P., van der Schaaf, M., & Kester, L. (2024). The effects of achievement goal instructions in game-based learning on students' achievement goals, performance, and achievement emotions. Learning and Instruction, 93, 101943. https://doi.org/10.1016/j.learninstruc.2024.101943

q3 · i0 · causal · r2

In the randomized 2×2 experiment (N = 450), robust regression controlling for teacher, pretest performance, and prior achievement goals showed higher mental effort and lower posttest performance for the performance-approach instructions group, with the printed statistics "t = 2.31, p = 0.021, d = 0.08" and "t = 1.99, p = 0.047, d = 0.19".

"robust regression revealed a statistically significant main effect for performance-approach goal instructions on mental effort (t = 2.31, p = 0.021, d = 0.08) and posttest performance (t = 1.99, p = 0.047, d = 0.19). Participants receiving the performance-approach goal instructions reported higher mental effort but achieved lower posttest performance"

Discussion¶

Related Claims¶

• Prior mastery-approach goals moderate the effect of performance-approach goal instructions on mental effort — related
• Mastery-approach goal instructions do not induce mastery-approach goals and show no effects on learning outcomes in secondary school game-based learning — related