Descriptive analyses suggest game-based learning may be less beneficial for cognitive outcomes in low-SES students than high-SES students, but this is preliminary¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2023 · 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? Studies with only high-SES samples report larger cognitive effect sizes (g = 1.98, g = 0.71) than studies with only low-SES samples (g = 0.09, g = 0.06), though the moderator test was not significant. → 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 · i? · quant-synthesis · r2
Descriptive (non-inferential) comparison across nine studies reporting SES information; the formal SES moderator analysis for cognition (k = 9) was not significant (p = .393). The article states "it may be that games are less effective for improving cognitive outcomes in low SES students, but more research is needed".
"Whereas the two studies with high SES samples report a high effect size of g = 1.98 and g = 0.71 with confidence intervals in the positive range, the two studies with low SES samples report small effect sizes of g = 0.09 and g = 0.06 with confidence intervals covering negative as well as positive values"
Discussion¶
Related Claims¶
- Group differences in receptive language did not hold when controlling for SES, and receptive language was the covariate retained in the main analyses — related
- Teacher mediation interacts with SES: the SES gap in elaborated utterances appears only in the low-mediating classroom — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ses-descriptive-lower-cognitive-benefit-low-ses |
title |
Descriptive analyses suggest game-based learning may be less beneficial for cognitive outcomes in low-SES students than high-SES students, but this is preliminary |
description |
Descriptive analyses suggest game-based learning may be less beneficial for cognitive outcomes in low-SES students than high-SES students, but this is preliminary |
status |
review |
evidence_strength |
weak |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — michaela-arztmann-2023 |
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