Robotics systems skill levels do not differ between GBL and gamified studies¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? No significant differences in robotics systems skill levels were observed between GBL and gamified studies, and the logistic trend test indicated no trend; equivalence was not tested. → Syed Tanzim Mubarrat 2026

Evidence¶

Syed Tanzim Mubarrat 2026¶

Syed Tanzim Mubarrat, Byung-Cheol Min, Tianyu Shao, E. Cho Smith, Bedrich Benes, Alejandra J. Magana, Christos Mousas, and Dominic Kao. (2026). Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems (CHI '26). https://doi.org/10.1145/3772318.3791338

q3 · i? · quant-synthesis · r2

Null result from the skill-tier analysis in Results §4.1.3: robotics systems skill distribution did not differ by approach ("𝜒 2(2)= 1.30, 𝑝=. 728"). No effect size beyond Cramér's V = 0.00 is printed.

"No significant differences were observed (𝜒 2(2)= 1.30, 𝑝=. 728, Cramer’s 𝑉= 0.00), and the logistic trend test indicated no trend (logistic trend𝛽=0.22,𝑝=.334)."

Discussion¶

Learner Variables¶

• Digital Literacy — outcome: instruction changes it

Related Claims¶

• GBL and gamified approaches show comparable rates of quantifiable learning gains and affective outcomes in robotics education — related
• Gamified robotics studies skew toward higher programming/software development skill tiers than GBL studies — related
• Gamified robotics studies favor project-based learning while GBL studies favor constructivist pedagogy — related