First- and second-grade students' multiple-choice understanding of particle behavior improved significantly after seven STEP mixed-reality sessions.¶

Claim · All claims
Evidence · 1 study · design r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Aggregate multiple-choice scores rose significantly from pre-test to post-test after the STEP sessions (paired t-test, n = 22). → Xintian Tu 2023

Evidence¶

Xintian Tu 2023¶

Xintian Tu, Joshua Danish, Megan Humburg, Mengxi Zhou, Nitasha Mathayas, Noel Enyedy, Tessaly Jen. (2023). Understanding young children’s science learning through embodied communication within an MR environment. International Journal of Computer-Supported Collaborative Learning 18:231–258. https://doi.org/10.1007/s11412-023-09395-z

q3 · i? · design · r2

Paired t-test comparing aggregate scores on a 14-item multiple-choice questionnaire taken before and after seven 30-minute STEP sessions by 22 assented students. Pre-test "M = 5.5" rose to post-test "M = 11.2", significant at "p < 0.01"; no effect size is printed.

"We found there was a significant improvement from the pre-test score (M = 5.5, SD = 2.24) to the post-test score (M = 11.2, SD = 2.32), t (21) = − 8.72, p < 0.01"

Discussion¶

Related Claims¶

• Post-interviews with props and embodiment revealed understanding of macro–micro particle changes that the multiple-choice post-test did not capture. — related
• Young children collaboratively develop their own gestures to represent and explain challenging science concepts in a mixed-reality environment — related
• Students' task understanding confidence increases after collaborative tasks — related
• Students demonstrated significant improvement in genetics knowledge from pre-test to post-test after playing Geniventure — a narrower finding that bears on this claim
• Students showed significant content-knowledge gains from pre-test to post-test after the Digital World level — related