Training location (home, school, or both) did not affect GL learning gains¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Kruskal–Wallis tests found no significant differences in the four gain scores between children training at home, at school, or both. → Ronimus 2019

Evidence¶

Ronimus 2019¶

Ronimus, M., Eklund, K., Pesu, L., & Lyytinen, H. (2019). Supporting struggling readers with digital game-based learning. Education Tech Research Dev, 67, 639–663. https://doi.org/10.1007/s11423-019-09658-3

q2 · i? · causal · r2

Kruskal–Wallis tests comparing training-period gain scores of children training only at home (n = 3), only at school (n = 4), or both (n = 10). No significant differences for word reading, spelling, reading fluency (p = .262), or reading comprehension (p = .103).

"The Kruskal–Wallis test found no significant differences in the four gain scores between the three groups trained at different places: word reading (H = 4.22, df = 2, p = .121), spelling (H = 1.43, df = 2, p = .489)"

Discussion¶

Related Claims¶

• A 6-week GraphoLearn intervention produced faster word-reading development in second-grade struggling readers than school-provided support alone — related
• Higher adult-observed cognitive engagement during GL play was related to larger gains in word reading and reading fluency — related
• Exploratory subgroup and correlation analyses show mostly no significant differences in benefit or experience scores by child and family characteristics — related