Adult players who studied worked examples scored significantly higher on a game-based problem-solving transfer question than a control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? The worked example group improved significantly more than the control group on the problem-solving transfer question (adjusted posttest means 2.37 vs. 1.97). → Shen 2006

Evidence¶

Shen 2006¶

Shen, C.-Y., & O’Neil, H. (2006). The Effectiveness of Worked Examples in a Game-Based Learning Environment. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA. https://eric.ed.gov/?id=ED491961

q3 · i? · causal · r2

Same randomized two-group SafeCracker experiment with 72 students. "The worked example group improved significantly more than the control group on the problem solving transfer question"; adjusted posttest means were 2.37 (SD = .14) vs. 1.97 (SD = .14). No test statistic or effect size is printed.

"Third, the worked example group improved significantly more than the control group on the problem solving transfer question. The adjusted mean of the posttest of transfer score of the worked example group was more than that of the control group, i.e., 2.37 (SD = .14) vs. 1.97 (SD = .14)."

Discussion¶

Learner Variables¶

• Problem Solving — outcome: instruction changes it

Related Claims¶

• Worked Examples Improve Problem Solving Strategy Retention In A Puzzle Game
• Worked Examples With Practice Improve Transfer
• Studying worked examples between two rounds of a computer puzzle game produced significantly greater knowledge map improvement than no worked examples for adult players — related
• In a game-based problem-solving study, trait self-regulation scores related significantly only to knowledge map scores, with higher planning, self-monitoring, effort and self-efficacy going with better knowledge map performance — related
• Quality of self-generated examples correlated with knowledge transfer and perceived learning control but not with knowledge retention — related
• Worked-example gains in a puzzle game remained small relative to expert performance, with the worked example group learning only 2.7% of experts' knowledge-map knowledge — related