Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model¶
Claim · All claims
Evidence · 1 study · causalr1·q3
Currency · newest study 2025 · 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.
q3 i? School type was the only significant factor in the model, leading to rejection of hypotheses 1b, 2b, and 3b. → Mulders 2025
Evidence¶
Mulders 2025¶
Mulders, M., Träg, K. H., & Kirner, L. (2025). Go green: evaluating an XR application on biodiversity in German secondary school classrooms. Instructional Science. https://doi.org/10.1007/s11251-024-09697-1
q3 · i? · causal · r1
The same MANOVA found school type significant with Pillai's V = 0.12; univariate follow-ups located the effect in USS attitude change. The article treats school type as an exploratory variable, and no standardized effect size is printed for this omnibus result.
"School type was the only significant factor in this model (F(10, 308) = 1.93; p = 0.041; V = 0.12). Therefore, hypotheses 1b, 2b, and 3b must be rejected."
Discussion¶
Related Claims¶
- Both a VR application and a traditional lesson increased students' self-appraised knowledge about the Amazon rainforest and biodiversity
- Neither the VR application nor the traditional lesson produced a significant positive change in pro-environmental attitudes — related
- School type significantly predicted change in environmental-protection attitudes, with academic-track students changing more than combined-school students — related
- The VR application did not increase students' interest in biodiversity, and only the academic-track control group showed a significant interest increase — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
school-type-significant-condition-not |
title |
Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model |
description |
Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — mulders-2025 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.