Purpose
Test whether a game-based lesson (Kahoot!) yields higher immediate posttest scores than an identical non-game lesson (Google Forms).
Design Overview
Randomized between-subjects posttest-only design; participants completed either a Kahoot! lesson or a Google Forms lesson with identical content.
IV: Learning mode (Game vs. Non-game) • DV: Immediate posttest score (0-12).
Participants
N = 31 MTurk workers (Condition A: n = 11; Condition B: n = 20). All completed demographics then a single posttest.
Procedure
- Consent → demographics
- Random assignment to Game (Kahoot!) or Non-game (identical items in Google Forms)
- Immediate 12-item posttest (U.S. state capitals)
- Completion code returned to MTurk
Results
Independent-samples t-test showed no statistically significant difference in posttest scores: t(29) = 1.29 p = .21. The game group’s mean was slightly higher; effect size Cohen’s d = 0.48 (medium).
Figure 1. Mean Posttest Scores
Note: Widths are relative to max observed (11.82/12). Exact values in Table 1.
Table 1. Descriptive Statistics
| Condition | N | M | SD |
|---|---|---|---|
| Game-based (A) | 11 | 11.82 | 0.60 |
| Non-game (B) | 20 | 10.85 | 2.43 |
Note: M = Mean; SD = Standard Deviation; Test: independent-samples t-test.
Implications
Medium effect size with non-sig p suggests a modest advantage for game-based delivery that may depend on lesson length, item difficulty, and engagement.
Limitations
- Small, uneven groups (A: 11; B: 20)
- Short lesson; immediate posttest only
- MTurk attention variability
Future Directions
Replicate with larger N, longer/complex content, and add engagement measures + a delayed test to probe retention.