The simulation game group felt significantly less competent than the no-game group, with no significant differences in interest or effort¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Post-game competence was significantly lower in the game group than the no-game group (condition p = .037), while interest (p = 0.179) and effort (p = 0.569) showed no significant differences between conditions. → Tung Nhu Nguyen 2015

Evidence¶

Tung Nhu Nguyen 2015¶

Tung Nhu Nguyen. (2015). Motivational Effect of Web-Based Simulation Game in Teaching Operations Management. Journal of Education and Training Studies, 3(2). https://doi.org/10.11114/jets.v3i2.565

q2 · i? · causal · r1

ANCOVA on post-game intrinsic motivation for 53 students with pre-game scores as covariates: no significant condition differences in interest or effort; the competence condition effect was significant (p = .037) with lower game-group means (3.25 vs 3.39 male; 2.85 vs 3.47 female).

"In “interest,” there is no significant difference in mean scores between the two condition groups (p = 0.179 > 0.05) and pre -game interest, the covariate does not influence the post -game interest (p = 0.070 > 0.05). In “effort,” there is no significant difference in e ffort scores between the groups (p = 0.569 > 0.05)"

Discussion¶

Related Claims¶

• Pre-game competence interacts with learning condition in predicting post-game competence — related
• Post-game competence, effort, and deep-learning strategy use correlate significantly with pre-game measures, but interest does not — related
• Playing a web-based simulation game produces significantly higher deep-learning strategy use than no-game conventional teaching, controlling for pre-game strategy use — related
• During the game, most students reported exerting effort, but fewer than half reported feeling competent or interested, and most reported deeper study — related
• Difficult math exercises impair elementary children's motivational, cognitive and affective task experiences relative to easier exercises — related
• Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — a broader claim this one bears on