The effectiveness of the SGC methodology is consistent across different university contexts, with no significant differences in final SDG awareness, interest, or satisfaction between student groups.¶

Claim · All claims
Evidence · 1 study · design r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Kruskal-Wallis tests across six student groups found no significant differences in perceived ICT impact on SDGs, interest in including SDG content in CS studies, or satisfaction with SDG themes. → Blanco 2024

Evidence¶

Blanco 2024¶

Blanco, J. M., Domínguez, C., Jaime, A., & Usandizaga, I. (2024). Connecting sustainability and computer science curricula through website learning projects embedding different types of student-generated content. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10376-8

q3 · i? · design · r3

Kruskal-Wallis tests comparing six student groups (across two universities and two years) on items 3–5 of the questionnaire. The study reports "no significant differences" for ICT impact, interest, and satisfaction items. No effect sizes are printed for these null results.

"no significant differences are found in the final opinion on the impact of ICTs on SDGs, nor in the interest in introducing SDGs in CS studies, nor in their level of satisfaction with the choice of SDGs as a subject matter."

Discussion¶

Related Claims¶

• Students perceive content-generation activities (web article search, video generation, self-assessment question generation) as more effective for learning SDG content than activities focused on reviewing peer materials. — related
• Students report high awareness of the impact of ICT on Sustainable Development Goals after completing the SGC project series. — related
• Perceived learning from SGC activities is positively correlated with awareness of SDGs and with satisfaction with SDG themes. — related
• Completing a series of student-generated content projects significantly increases students' subjective knowledge of Sustainable Development Goals. — related
• A K-means clustering of students based on pre- and post-project SDG knowledge identifies three distinct learning profiles, with the largest cluster showing the greatest knowledge gain. — related