Simulations shorter than 800 minutes show larger effects than simulations of 800 minutes or more¶
Claim · All claims
Evidence · 1 study · quant-synthesisr1·q3
Currency · newest study 2018 · 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? The weighted effect size for simulations under 800 minutes (.86) exceeds that for 800 minutes or more (.67), though the median for the longer group falls below .50. → Mookyung Jeon 2018
Evidence¶
Mookyung Jeon 2018¶
Mookyung Jeon. (2018). Meta-Analysis of Disability Simulation Research for Elementary Students in Korea. International Journal of Special Education, 33(1). https://eric.ed.gov/?id=EJ1184078
q3 · i? · quant-synthesis · r1
Moderator analysis by duration in the meta-analysis (Table 2): less than 800 minutes weighted ES .86; 800 minutes and more weighted ES .67 with median below .50. Reported durations ranged from 480 to 1200 minutes. The article calls the cause of this observation unclear.
"The median and weighted effect size for less than 800 minutes exceed .80. The weighted effect size for 800 min and more exceed .50 whereas the median effect size is less than .50."
Discussion¶
Related Claims¶
- Disability simulation shows a medium-to-large overall effect on elementary students' perception, attitudes, and behaviors in Korean studies (weighted d = .80) — related
- No negative effects of disability simulation are found among elementary students in the Korean studies — related
- Behavioral outcomes show the largest effects of disability simulation, while the perception effect is not statistically significant — related
- Effects of disability simulation are largest for grades 3-4, and the youngest group's effect is not statistically significant — related
- Duration of an average PLL session (50–180 minutes) did not significantly moderate the effect on cognitive achievement; the descriptive 60-versus-120-minute advantage did not generalise across durations — related
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