A serious virtual world class does not produce statistically significant differences in learning effectiveness compared with a traditional class of identical learning objectives and contents¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Among the 48 children evaluated, the serious virtual world group did not differ significantly from the traditional group in learning effectiveness. → Wrzesien 2010

Evidence¶

Wrzesien 2010¶

Wrzesien, M., & Alcañiz Raya, M. (2010). Learning in serious virtual worlds: Evaluation of learning effectiveness and appeal to students in the E-Junior project. In Computers & Education (Vol. 55, Issue 1, pp. 178–187). Elsevier BV. https://doi.org/10.1016/j.compedu.2010.01.003

q3 · i? · causal · r1

Controlled comparison reported in the study abstract: a class in a serious virtual world was compared with a traditional class "that contained identical learning objectives and contents but lacked a gaming aspect," on a sample of 48 children. No statistically significant difference in learning effectiveness was found; no effect size is printed.

"With regards to learning effectiveness, the results showed that the serious virtual world does not present statistically significant differences with the traditional type of class."

Discussion¶

Related Claims¶

• Students in the serious virtual world group reported enjoying the class more, being more engaged, and having greater intentions to participate than students in the traditional group — related
• In an authentic vocational classroom setting, a lesson orchestrated around an iVR serious game produced significantly stronger factual knowledge gains than a student video design control group — reports the opposite
• The review reports that students learning with serious games often perform better on content knowledge assessments than those in traditional settings — reports the opposite
• IVR serious games produce better evacuation knowledge retention and transfer than traditional training approaches — reports the opposite
• Emotion regulation, utilization of social resources and objective social support showed no significant improvement under any pedagogy, and Lego did not differ significantly from other approaches, in middle school children — related
• The Expert Mathematician shows a positive but not statistically significant effect on middle school math achievement (effect size 0.35, improvement index +14 percentile points) — related
• Students who played iThinkSmart VR mini games gained higher CT cognitive benefits than students learning through the traditional lecture method — reports the opposite