Students' endorsement of videogames for developing visual memory and retentiveness rose sharply after the experience¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pre-test disagreement on the visual memory item (98%) flipped to post-test agreement (56% fully agree, 43% agree). → Marín Díaz 2014

Evidence¶

Marín Díaz 2014¶

Marín Díaz, V.; Martín-Párraga, J. (2014). Can videogames be used to develop the infant stage educational curriculum? New Approaches in Educational Research, 3(1), 20-25. https://doi.org/10.7821/naer.3.1.20-25

q2 · i? · causal · r1

Pre/post survey responses on item 8 of the 9-item questionnaire. The article states the pre-test results "significantly differ from those obtained in the posttest", with agreement replacing near-universal disagreement.

"In the first questionnaire, 98% of students disagreed and only 2% were indifferent. But, after the experience, students did choose the positive options (fully agree and agree, 56% and 43%) and only 1% remained indifferent."

Discussion¶

Related Claims¶

• Trainee teachers shift toward agreement that videogames help develop the curriculum crosswise after experiencing one — related
• After the experience, 100% of students fully agreed the videogame develops heuristic (trial-and-error) thinking — related
• Students remained largely disagreeing that the videogame supports self-regulation of learning (continuous assessment) — related