Does the educational game "The Good Life for All" affect the learning progress and values of high school students and does this effect differ across cultural contexts?

Last registered on March 06, 2024
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Pre-Trial

Trial Information

General Information

Title
Does the educational game "The Good Life for All" affect the learning progress and values of high school students and does this effect differ across cultural contexts?
RCT ID
AEARCTR-0012957
Initial registration date
February 20, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
March 06, 2024, 3:06 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Locations

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Primary Investigator

Name
Ayça Akçakoca
Affiliation
University of Siegen
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Other Primary Investigator(s)

PI Name
Thomas Kopp
PI Affiliation
University of Siegen
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Additional Trial Information

Status
In development
Start date
2024-02-15
End date
2024-12-31
Keywords
Behavior, Education
Additional Keywords
JEL code(s)
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
This study evaluates the impact of the educational game "Good Life for All" on learning outcomes and values based on the 17 SDGs created by the United Nations, among advanced secondary schools. This study aims to determine if the educational game influences competence and the development of personal values. Additionally, it seeks to explore potential variations in this influence across diverse cultural contexts, such as Germany and Zanzibar (Tanzania). The game instructs students on considering both individual preferences and societal interests in economic decision-making. Also, it is set to emphasize the disparities between the Global North and South. The investigation employs both quantitative and qualitative analyses of competence and attitude development. In both Germany and Tanzania, the study is conducted with the participation of five schools from each country. Participants are allocated into experimental and control groups, completing identical questionnaires before and after engaging with the game to measure learning outcomes. Moreover, a follow-up assessment six months later provides insights into long-term effects. The study formulates several hypotheses, anticipating overall enhancements in learning outcomes, a potentially heightened impact of the game in Tanzania, and the sustained retention of acquired knowledge. The outcomes are expected to illuminate the efficacy of the game and reveal potential cultural disparities in competence and value development. The study aligns with existing research examining the effects of educational games in various educational settings. For instance, Klassen and Willoughby (2003) investigated the use of educational games as instructional tools, indicating positive impacts on students' understanding of complex concepts. Additionally, studies by Obro (2023), Ramani and Siegler (2012), and Farrah and Shabaneh (2019) highlighted the effectiveness of educational games in improving learning outcomes and fostering student engagement. However, literature concerning economic education in this context is scarce to nonexistent. Despite the apparent advantages, the effectiveness of incorporating educational games into the school environment remains largely unexplored. Additional research is necessary to comprehensively grasp the potential impacts, opportunities for optimization, and challenges associated with this pedagogical approach. The findings of this study could contribute to a deeper understanding of the effectiveness of educational games in promoting competency development and value orientation among students. Insights gained from this research may have implications for educational policies and practices, particularly in enhancing intercultural competence and promoting sustainable development goals. Moreover, the study's methodology and findings could be transferable to other contexts, offering valuable insights for educators and policymakers globally. Future research could explore long-term effects and additional factors influencing the effectiveness of educational games, further advancing the field of educational technology and pedagogy.
External Link(s)

Registration Citation

Citation
Akçakoca, Ayça and Thomas Kopp. 2024. "Does the educational game "The Good Life for All" affect the learning progress and values of high school students and does this effect differ across cultural contexts?." AEA RCT Registry. March 06. https://doi.org/10.1257/rct.12957-1.0
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
The intervention is the implementation and evaluation of the learning game "The Good Life for All" in secondary schools in Germany and Tanzania, with a focus on evaluating its effectiveness in enhancing students' competences. The game was developed as part of a collaborative project involving educators from both countries and focuses on addressing global inequalities and promoting sustainable development goals. Importantly, the game incorporates learning materials that provide concrete examples from everyday life and different country perspectives, ensuring that students can relate personally to the themes presented and engage in multiperspective thinking.

Intervention Start Date
2024-03-04
Intervention End Date
2024-05-30

Primary Outcomes

Primary Outcomes (end points)
The key outcome variables (endpoints) of interest in this experiment are the changes in students' competences, particularly focusing on their judgment and action competencies, as measured through pre- and post-tests administered before and after engaging with the learning game "The Good Life for All". Additionally, the retention of acquired knowledge over a six-month period will be assessed to determine the long-term impact of the intervention. These outcomes are hypothesized as follows:

1) An overall increase in students' competences following their engagement with the learning game
2) A potentially greater increase in competences among Tanzanian students compared to German students, due to the hypothesis that Tanzanian students may benefit more from innovative teaching methods.
3) The retention of acquired competences after a six-month period, indicating the sustained impact of the intervention.
4) Differential rates of knowledge retention between Tanzanian and German students, reflecting potential differences in accompanying measures and curricula between the two contexts.
Primary Outcomes (explanation)

Secondary Outcomes

Secondary Outcomes (end points)
Secondary Outcomes (explanation)

Experimental Design

Experimental Design
The study will be conducted with the participation of students from five schools in both Tanzania and Germany, divided into control and experimental groups. Prior to engaging with the learning game, all students will undergo pre-tests to assess their initial competences.

The experimental group will then engage with the learning game "The Good Life for All" over a specified period. Following this intervention the experimental groups will take post-tests to evaluate changes in their competences. The tests will be based on criteria closely aligned with the curriculum for secondary schools in Germany, with a focus on judgment and action competences.

Data collected from the pre- and post-tests will be analyzed to determine the effectiveness of the learning game in enhancing students' competences. Additionally, the retention of acquired knowledge will be assessed through a follow-up test administered six months after the initial intervention.

The experimental design aims to provide insights into the impact of the learning game on students' competences and its potential effectiveness in different cultural contexts.
Experimental Design Details
Not available
Randomization Method
The randomization in this study is conducted through a stochastic process. This ensures an unbiased allocation of participants to either the control or experimental groups, enhancing the validity of the study's findings.
Randomization Unit
The randomization unit for this study is at the school level. Each school participating in the study will be randomized as a unit, with students within each school allocated to either the control or experimental group.
Was the treatment clustered?
Yes

Experiment Characteristics

Sample size: planned number of clusters
Yes, the treatment in this study was clustered at the school level. Each school served as a cluster, with students within each school being allocated to either the control or experimental group.

The planned number of clusters for this study is 5 schools in each country, resulting in a total of 10 schools.
Sample size: planned number of observations
The planned number of observations for this study is 400 students, with 200 students from Germany and 200 students from Tanzania. This includes 40 students from each of the 5 selected schools in each country.
Sample size (or number of clusters) by treatment arms
There are two treatment arms: the experimental group, which receives the intervention of playing the learning game "The Good Life for All," and the control group, which does not receive this intervention. Each treatment arm consists of 20 students in each school and of 200 students in total.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
Ethics Council of the University of Siegen
IRB Approval Date
2024-02-09
IRB Approval Number
ER_05_2024
Analysis Plan