Students remained largely disagreeing that the videogame supports self-regulation of learning (continuous assessment)¶

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? Unlike most items, the self-regulation item stayed negative: 87% fully disagreed in the post-test, showing continuity with the pre-test. → 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 item on self-regulating the learning process. The article notes this item "show[s] continuity" with the negative pre-test, contrasting with the positive shifts on other items.

"The results of the post-test are especially meaningful, since they show continuity: 87% of students claimed to fully disagree, 4% disagreed; 3% chose the indifferent option, and 2% and 4% respectively said that they agreed and fully agreed."

Discussion¶

Related Claims¶

• Trainee teachers shift toward agreement that videogames help develop the curriculum crosswise after experiencing one — related
• Students' endorsement of videogames for developing visual memory and retentiveness rose sharply after the experience — related
• After the experience, 100% of students fully agreed the videogame develops heuristic (trial-and-error) thinking — related