During the game, most students reported exerting effort, but fewer than half reported feeling competent or interested, and most reported deeper study¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Descriptive post-game survey results showed 51.7% agreed or strongly agreed the game made them do their best, 24.1–37.9% disagreed they felt competent, and 41.4–55.2% agreed the game made them study more thoroughly. → Tung Nhu Nguyen 2015
Evidence¶
Tung Nhu Nguyen 2015¶
Tung Nhu Nguyen. (2015). Motivational Effect of Web-Based Simulation Game in Teaching Operations Management. Journal of Education and Training Studies, 3(2). https://doi.org/10.11114/jets.v3i2.565
q2 · i? · causal · r1
Descriptive statistics from the post-game survey of the 29 game-condition students, reported in Table 1 with Cronbach's alpha above 0.7 for all constructs (competence .902, interest .864, effort .857, deep-learning strategy .784).
"Concretely, 24.1 -37.9% disagreed or strongly disagreed that the game made them competent and 13.8% disagreed that playing the game was quite enjoyable. In terms of efforts, the students’ perceptions on the motivational effects of the game were m ore positive. More than a half of the students (51.7%) agreed or strongly agreed that the game made them do their best."
Discussion¶
Related Claims¶
- Post-game competence, effort, and deep-learning strategy use correlate significantly with pre-game measures, but interest does not — related
- Playing a web-based simulation game produces significantly higher deep-learning strategy use than no-game conventional teaching, controlling for pre-game strategy use — related
- The simulation game group felt significantly less competent than the no-game group, with no significant differences in interest or effort — related
- Students rated the classroom games as fun and engaging (mean 4.7/5) and did not find leaderboards intimidating (mean 1.7/5) — related
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