PMC7870496_01
Overview of the study procedure.
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F1
To investigate students' reflection processes, we used measurements the day before the lessons (pre-test), after video gaming (post-game), during a discussion following video gaming (in-discussion), after the discussion (post-discussion), and at the beginning of the following lesson (post-test) (see Figure 1). We depict the procedure in Figure 1 as well as the complete measurement plan including all dependent variables, time points, and references to individual research questions in Supplementary Table 1.
Effects of video gaming and discussing on students' perceived topic knowledge in both studies. (A) Mean self-rated topic knowledge in Study 1 and Study 2. (B) Mean perceived impact of video gaming on topic knowledge in Study 1 and Study 2. (C) Open responses on perceived impact of video gaming and discussing on topic knowledge in Study 1 (missing responses not displayed). (D) Open responses on perceived impact of video gaming and discussing on topic knowledge in Study 2. Vertical lines indicate the standard error of the mean. Asterisks in (A,B) indicate the results of one sample t-tests comparing the means with the scales' midpoints of 3 (dashed horizontal lines). * p < 0.05. ***p < 0.001.
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F2
Regarding the influence of the video gaming phase on students' perceived topic knowledge (RQ2a), no change was found between self-rated topic knowledge at pre-test and post-game, t(18) = -0.44, p = 0.667, d = 0.10 (see Figure 2A). Students' perceived impact of video gaming on topic knowledge did also not change from post-game to post-test, t(22) = -1.50, p = 0.148, d = 0.31 (see Figure 2B). Figure 2C). Further, at post-test, few students recalled one (4.17%) or three topic-related aspects (12.50%) they learned via video gaming, and about every second student did not recall anything (45.83%). Regarding the influence of the guided discussion phase on students' perceived topic knowledge (RQ2b), we found no change in self-rated topic knowledge from post-game to post-test, t(19) = -0.37, p = 0.716, d = 0.08 (see Figure 2A). Students' perceived impact of the discussion on topic knowledge was numerically slightly below the scale's midpoint (M = 2.80, SD = 0.82), and only few students openly stated that discussing increased their topic knowledge (7.69%) (see Figure 2C). Regarding the influence of the video gaming phase on students' perceived topic knowledge (RQ2a), there was no change in students' self-rated topic knowledge from pre-test to post-game, t(15) = -0.44, p = 0.669, d = 0.11 (see Figure 2A). Students' perceived impact of video gaming on topic knowledge was numerically slightly below the scale's midpoint at post-game and post-test (see Figure 2B). Students' open responses revealed that playing the game increased most students' perceived topic knowledge (post-game: 58.82%; post-test: 64.71%) (see Figure 2D). Regarding the influence of the discussion phase on students' perceived topic knowledge (RQ2b), we found no change in self-rated topic knowledge from post-game to post-test, t(15) = 1.86, p = 0.083, d = 0.47 (see Figure 2A). About half of the students (52.93%) stated that discussing increased their knowledge in terms of an exchange of player perspectives (29.41%), content-related depth (11.76%), and reactivation of knowledge (11.76%); the other students (47.06%) stated no knowledge increase (see Figure 2D).