This study tested the effectiveness of video game use for instruction of factorial designs in a research methods course. Students designed and conducted a mini study, playing Dance, Dance, Revolution, using video game scores as the dependent variable. A mixed-design analysis of variance revealed a significantly greater increase from pretest to posttest in content knowledge in the Wii activity condition compared to lecture-only and no-content control conditions. Implementing this nontraditional teaching method engaged students and increased knowledge of factorial designs in a research method course. © 2013, SAGE Publications. All rights reserved.
CITATION STYLE
Stansbury, J. A., & Munro, G. D. (2013). Gaming in the Classroom: An Innovative Way to Teach Factorial Designs. Teaching of Psychology. https://doi.org/10.1177/0098628312475037
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