School level shows a marginal moderating effect on motivational outcomes, with secondary students experiencing a lower motivating effect than primary students¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Secondary school students experience a lower motivating effect of games than primary school students (g = −.37, p = .063), a marginal omnibus result accounting for 22% of heterogeneity. → Michaela Arztmann 2023

Evidence¶

Michaela Arztmann 2023¶

Michaela Arztmann, Lisette Hornstra, Johan Jeuring & Liesbeth Kester (2023). Effects of games in STEM education: a meta-analysis on the moderating role of student background characteristics. Studies in Science Education, 59:1, 109-145. https://doi.org/10.1080/03057267.2022.2057732

q3 · i1 · quant-synthesis · r2

Mixed-effects moderator analysis for motivation with k = 15 studies; the school level model "accounted for 22% of the heterogeneity with a significant omnibus test (p = .063)". The p-value sits at the edge of the conventional threshold, so the article's wording is hedged.

"Secondary school students seem to experience a significantly lower motivating effect than primary school students (g = −.37, p = .063)"

Discussion¶

Related Claims¶

• School level moderates cognitive effects of game-based learning in STEM: games are less effective for secondary than primary school students
• Effects of game-based learning in STEM education vary substantially across studies, with prediction intervals spanning trivial-to-negative through very strong effects
• Evidence of small-study effects exists for cognition and motivation, but trim-and-fill adjustment leaves the moderate motivating effect essentially unchanged
• Game-based learning in primary and early secondary STEM education shows moderate positive effects on cognition, motivation, and behaviour compared to traditional classrooms — related