The virtual-laboratory advantage did not hold on all visualization tasks: task 11 showed no statistically significant group difference¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? On the eleventh visualization task, the difference in achievement between the experimental and control groups was statistically insignificant (P = 0.309). → Herga et al. 2014

Evidence¶

Herga et al. 2014¶

Nataša Rizman Herga, Milena Ivanuš Grmek, Dejan Dinevski. (2014). Virtual Laboratory as an Element of Visualization when Teaching Chemical Contents in Science Class. TOJET: The Turkish Online Journal of Educational Technology, 13(4). https://eric.ed.gov/?id=EJ1043246

q3 · i? · causal · r1

Per-task t-test analysis (Table 3) of the same 109-pupil experiment. Tasks 2, 3, 8 and 10 showed significant differences (P = 0.029, 0.019, 0.006, 0.000), but task 11 (EG mean 2.46, CG mean 2.29) was "statistically insignificant (0.309)".

"In the eleventh task, which included visualization elements, the arithmetical mean for accomplishments between the groups was statistically insignificant (0.309)."

Discussion¶

Related Claims¶

• The experimental group outperformed the control group on every one of the five visualization tasks individually — reports the opposite
• Seventh-grade pupils taught chemical content with a virtual laboratory acquired more knowledge than pupils taught without dynamic visualization — related
• Pupils taught with a virtual laboratory solved tasks involving visualization elements more successfully than control-group pupils — reports the opposite