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The problem
Intervention: Gamified learning environment using interactive and reward-based learning mechanisms integrated into early childhood education
Who it was tested with: 150 kindergarten children aged 4–6 in Indonesia.
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"The study employed pre-test and post-test assessments alongside Structural Equation Modeling-Partial Least Squares (SEM-PLS) for quantitative analysis, while qualitative insights were obtained through classroom observations and teacher interviews." This mixed-method experimental design with treatment and control groups measured outcomes before and after intervention, meeting criteria for experimental evidence tier, though the mixed findings (improvements in problem-solving and attention but not memory) warrant a MIXED outcome classification.
The study uses structural equation modeling on a relatively small sample and does not report effect sizes or confidence intervals for the observed improvements. No follow-up data on skill retention or sustainability of benefits is provided.
Across countries and designs
2 studies · 2 countries
