Playing EPIGAME produced a large, statistically significant pre-to-post gain in conceptual understanding of force and motion in 7th graders¶

Claim · All claims
Evidence · 1 study · causal r1 · q3 · i3 large
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Study 2, 104 7th-grade students showed a statistically significant pre-post increase on a 21-item force-and-motion test, with Cohen's d = 1.62. → Martinez-Garza 2017

Evidence¶

Martinez-Garza 2017¶

Martinez-Garza, M. M., & Clark, D. B. (2017). Investigating Epistemic Stances in Game Play with Data Mining. International Journal of Gaming and Computer-Mediated Simulations, 9(3). https://doi.org/10.4018/IJGCMS.2017070101

q3 · i3 · causal · r1

Study 2, a classroom deployment in which 123 7th graders played EPIGAME for five consecutive 45-minute class periods; 104 provided both pre- and post-tests on a 21-item conceptual test. The matched-pairs t-test found "a statistically significant increase in test performance" with d = 1.62.

"A matched-pairs t-test showed a statistically significant increase in test performance (t = 11.702, df = 103, p < 0.0001) (Figure 4). The value of Cohen's d suggests a large effect size (d = 1.62)."

Discussion¶

Related Claims¶

• Improvement in conceptually-laden in-game challenges over gameplay is strongly moderated by prior physics knowledge
• Students favoring fast iterative solution strategies achieved lower learning gains than students with slow, elaborate, or balanced play
• Solomon four-group pilot found significant pre-post gains from EPIGAME play with no testing effects and no pretest-by-treatment interaction — related
• Alternative conceptions in force and motion were very difficult to change: of 14 students, 6 showed substantial conceptual change, 1 some change, and 7 no change — related
• An approximately hour-long interactive computer tutorial on orthographic projection produced significant pre–post performance gains for most students — related