Fostering Motivation toward Chemistry through Augmented Reality Educational Escape Activities. A Self-Determination Theory Approach
Open accessAbstract
High Resolution Image Download MS PowerPoint Slide There is little doubt that motivation influences the extent to which individuals engage with online learning experiences. With the increasing role of digital technologies within chemistry higher education, this study illustrates how an augmented reality (AR)-supported educational escape activity (EEA), based on topics of inorganic stereochemistry, can be employed within an online environment. The design aspects of our activity were guided by principles of Self-Determination Theory (SDT)─an intrinsic-extrinsic theory of motivation. We sought to actively support the fundamental needs of competency, autonomy, and relatedness. Our control group was provided with a copy of our EEA that utilized two-dimensional drawings. Reported measures of competency were seen as a positive predictor of intrinsic motivation. However, in this study, this was not observed to be a positive predictor of academic performance. The introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or post-test scores on our stereochemistry test instrument. Collected qualitative data suggest that participants found the activity to be useful and engaging. Through students’ discussions, we have provided evidence of how design aspects of the EEA support the psychological needs satisfaction outlined by SDT. The design of our EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence and is scalable to large student cohorts.
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TL;DR
An augmented reality (AR)-supported educational escape activity (EEA) for inorganic stereochemistry was designed using Self-Determination Theory and compared with a 2D control EEA in an online university chemistry module. AR did not significantly improve intrinsic motivation or post-test stereochemistry scores over the control EEA, though both groups improved significantly from pre- to post-test.
Key findings
- AR did not produce significantly better post-test ITMC scores than the control EEA: control mean 79.00 (SD 16.63) vs AR mean 75.33 (SD 20.31), t(23) = 0.474, p = 0.640.
- Both groups improved significantly from pretest to post-test: control t(9) = 3.621, p < 0.01; AR t(14) = 4.262, p < 0.01. Normalized change was 0.50 for control and 0.44 for AR, with a between-group effect size of 0.14.
- Intrinsic motivation did not differ significantly between groups on the reported IMI subscales; for interest/enjoyment, control median 5.14 vs AR median 5.00, asymptotic significance p = 0.766.
- Perceived competence correlated positively with intrinsic motivation (interest/enjoyment r_s = 0.698, p = 0.01; perceived choice r_s = 0.489, p = 0.01) but not with ITMC total score (r_s = 0.016, not significant). Qualitative interviews indicated students found the activity useful and engaging.
Methods
- Two student cohorts in 2020/2021 and 2021/2022 completed a 1.5 h remote synchronous EEA as part of a compulsory inorganic and general chemistry module at the University of East Anglia; participants were randomly assigned to a control EEA with 2D drawings or an AR EEA using ChemFord image targets.
- A pretest/post-test design used the 10-item multiple-choice Isomerism in Transition-Metal Complexes (ITMC) instrument and the Intrinsic Motivation Inventory (IMI); seven students from both groups participated in semistructured interviews analyzed by latent thematic analysis (Krippendorff’s alpha = 0.84).
- Analyses included Shapiro-Wilk and Bartlett’s tests, independent and paired samples t tests, Mann-Whitney U tests, Spearman correlations, normalized change, Cohen’s d, ANCOVA, and CTT/IRT (2PL) modeling with Differential Item Functioning.
Limitations
- The paper states a major limitation is the relatively small sample size, caused by modest enrollment and participant disengagement between pre- and post-test stages, so findings cannot be generalized.
- The paper states it could not observe students’ interactions with AR during the EEA because of online learning during COVID-19, and it notes possible self-selection bias among interview volunteers and the absence of a no-intervention group to assess repeated-testing gains.
- Evident from the text: only 25 students completed the ITMC at both pre- and post-test stages, and only four IMI subscales are reported in the results table despite the IMI yielding seven subscale scores, limiting the full assessment of SDT need satisfaction.
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Claims the paper makes
15 of 56 cited sources checked · 7 supported · 0 flagged · accuracy not yet measured
- Premisecitation§ ACCESS · p. 1
Educational escape activities (EEAs) are reported to be positively perceived among students.
“EEAs are reported to be positively perceived among students 6,9,11,13,14 and have shown great value in terms of engagement, 6,11 -14 motivation, 6,7,12,14 and learner outcomes. 7,8,10”
Quote in the paperSubstantial claim2 of 5 sources checked - Premisecitation§ ■ INTEGRATING AUGMENTED REALITY · p. 2
Embedding virtual experiences has strong motivational implications by engaging students in active learning based on situated experiences in applied contexts.
“Embedding virtual experiences has shown to have strong motivational implications, by engaging students in active learning based on situated experiences in applied contexts. 27 -31”
Quote in the paperSubstantial claim1 of 5 sources checked- cites [27] source
- cites [28] source
The Results and discussion section says augmented reality has significant potential to motivate students and create an active learning environment. It does not establish that this engagement is based on situated experiences in applied contexts; its discussion is specifically about augmented reality rather than virtual experiences generally. No page number is available in our copy. (LLM, conf=0.85)
Experimental — accuracy not yet measured - cites [29] source
- cites [30] source
- cites [31] source
- Premisecitation§ ACCESS · p. 1
Educational escape activities (EEAs) have shown great value in terms of engagement, motivation, and learner outcomes.
“EEAs are reported to be positively perceived among students 6,9,11,13,14 and have shown great value in terms of engagement, 6,11 -14 motivation, 6,7,12,14 and learner outcomes. 7,8,10”
Quote in the paperSubstantial claim5 of 8 sources checked- cites [6] source
The Introduction (p. 1) reports positive effects of educational escape rooms on engagement and learning, and Learning Effectiveness (p. 8) finds significant knowledge gains in both rooms studied. Students’ Perceptions (p. 9) also describes the activities as highly engaging. The paper does not establish a motivation benefit in its own study; Related Work (p. 3) mentions motivation only when describing another study’s comparison of face-to-face and remote rooms. (LLM, conf=0.83)
Experimental — accuracy not yet measured - cites [11] source
- cites [12] source
The Introduction reports high engagement in educational escape rooms, and Evaluation and Results reports strong motivation among this study’s expert testers. Evaluation and Results also reports perceived learning, but cautions that self-assessments may be inaccurate and says objective testing was planned for later; the paper does not establish improved learner outcomes. (LLM, conf=0.86)
Experimental — accuracy not yet measured - cites [13] source
- cites [14] source
- cites [7] source
- cites [8] source
The Conclusions report that previous educational escape-room experiences fostered motivation and that co-designing escape rooms developed trainee teachers’ skills and knowledge. Section 4.4.5 also describes evidence of emotional suitability from earlier experiences. But this paper says its specific escape-room proposal could not be implemented, so it does not demonstrate improved learning outcomes for the schoolchildren who would have played it. (LLM, conf=0.83)
Experimental — accuracy not yet measured - cites [10] source
The Results report improved nutrition-knowledge scores among 11–14-year-olds who played the escape game, and participants rated its enjoyment and perceived value positively. But knowledge gains were no greater than with self-study, and the Discussion describes enhanced intrinsic motivation as a possibility rather than a demonstrated effect. The claim’s broad assertion of “great value” for motivation and learner outcomes overstates this pilot study. (LLM, conf=0.84)
Experimental — accuracy not yet measured
- Premisecitation§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4
Facilitating a physical EEA with large cohorts of students is difficult to achieve.
“First, facilitating a physical EEA with large cohorts of students is difficult to achieve. 55,56”
Quote in the paperSubstantial claim1 of 2 sources checked- cites [55] source
- cites [56] source
The escapED Pilot section reports that participants were unsure how to facilitate the activity and questioned how it would work with larger groups. The Conclusions say accommodating cohorts of 50 or more was a main concern requiring further development. These passages support a practical challenge, but do not establish that facilitating a physical escape-room activity with large cohorts is generally difficult to achieve. (LLM, conf=0.84)
Experimental — accuracy not yet measured
- Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
The AR visualization affordance did not significantly improve performance on stereoisomerism items compared to the control.
“We hypothesized that the visualization affordance provided by AR would assist participants when answering items concerning stereoisomerism, although this was not observed, t (23) = 1.389, p = 0.178.”
Quote in the paperNot a substantial claim
- Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7
Items on the ITMC displayed good discrimination.
“Items on the scale displayed good discrimination, constituting reasonable evidence that each item's score is positively related to the overall proficiency represented by performance on this instrument.”
Quote in the paperNot a substantial claim - Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
The interest/enjoyment subscale was strongly correlated with the perceived choice subscale at the p = 0.01 level.
“The interest/enjoyment subscale was strongly correlated with the perceived choice subscale and moderately correlated with the perceived competence subscale at the p = 0.01 level.”
Quote in the paperSubstantial claim- Rests on an assumption: The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
- Findingown data§ Application of the Subject Content · p. 8
ANCOVA shows no significant differences between the different aspects of the ITMC test instrument: rules of nomenclature, stereoisomerism, and structural isomerism.
“Conducting an ANCOVA shows no significant differences between the different aspects of the ITMC test instrument: rules of nomenclature, F(1,24) = 0.516, p = 0.480, stereoisomerism, F(1,24) = 0.452, p = 0.508, and structural isomerism, F(1,24) = 0.071, p = 0.792.”
Quote in the paperNot a substantial claim - Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
The relatedness subscale did not display significant correlation with any of the three other IMI subscales.
“The relatedness subscale did not display significant correlation with any of the three other IMI subscales.”
Quote in the paperNot a substantial claim- Rests on an assumption: The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
- Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
The AR group showed significant improvement in ITMC test performance from pre- to post-test.
“and the AR group, t (14) = 4.262, p < 0.01.”
Quote in the paperSubstantial claim- Rests on an assumption: The ITMC instrument validly measures chemistry knowledge.
- Findingown data§ [Item Characteristic Curves](https://pubs.acs.org/doi/10.1021/acs.jchemed.2c00428?fig=fig8&ref=pdf) · p. 7
No items on the ITMC were detected as DIF items.
“No items were detected as DIF items.”
Quote in the paperNot a substantial claim - Findingnone given§ Affective and Motivational Factors · p. 9
The difficulty of the tasks within the EEA was perceived as sufficiently difficult by both groups.
“Again, the difficulty of the tasks within the EEA were perceived as sufficiently difficulty by both groups.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Responses about what motivated participants to continue playing a game once difficulty surpasses ability typically fell into competitiveness and self-improvement.
“Responses typically fell into: (i) competitiveness, 'I think it appeals to my competitiveness', (interviewee A) and (ii) self-improvement, 'Improving myself in order to feel like I'm good enough.' (Interviewee E).”
Quote in the paperNot a substantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7
The 3PL model did not show improved fit over the 2PL model for the ITMC data.
“Orlando and Thissen's Sχ 2 item-fit statistics, plus computed values of Akaike Information Criteria (AIC) and Bayesian Information Criteria (BIC) fit statistics (Table 2), 63 did not show an improved model fit to our data on addition of the pseudoguessing parameter (3PL).”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Evidence of extrinsic motivation was apparent.
“Evidence of extrinsic motivation was apparent, '...the other two members had taken the effort to show up. They needed codes from me to complete it...' (interviewee A), with another participant exclaiming that '...trying to find that intrinsic motivation is quite challenging for me...' (interviewee C).”
Quote in the paperNot a substantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
No significant difference was observed between the control and AR groups in post-test mean scores on the ITMC.
“or the post-test means obtained, t (23) = 0.474, p = 0.640.”
Quote in the paperSubstantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7
The inflection points of items 1 and 6 lie at an ability lower than -4.
“The inflection points of items 1 and 6 lie at an ability lower than -4.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Between groups, the introduction of AR did not result in greater measures on any of the four subscales of the IMI.
“Between-groups, the introduction of AR did not result in greater measures on any of the four subscales of the IMI.”
Quote in the paperSubstantial claim - Findingown data§ ACCESS · p. 1
Reported measures of competency were a positive predictor of intrinsic motivation.
“Reported measures of competency were seen as a positive predictor of intrinsic motivation.”
Quote in the paperSubstantial claim- Rests on an assumption: Past research suggests that order effects of item presentation on the IMI appear to be negligible, and the inclusion or exclusion of specific subscales appears to have no impact on the others.
- Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
No significant correlations were observed between ITMC test scores and the four endorsed IMI subscales.
“No significant correlations were observed between ITMC test scores and the four endorsed IMI subscales.”
Quote in the paperNot a substantial claim- Rests on an assumption: The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
- Findingown data§ ACCESS · p. 1
The design aspects of the EEA support the psychological needs satisfaction outlined by SDT.
“Through students' discussions, we have provided evidence of how design aspects of the EEA support the psychological needs satisfaction outlined by SDT.”
Quote in the paperSubstantial claim - Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
The interest/enjoyment subscale was moderately correlated with the perceived competence subscale at the p = 0.01 level.
“The interest/enjoyment subscale was strongly correlated with the perceived choice subscale and moderately correlated with the perceived competence subscale at the p = 0.01 level.”
Quote in the paperSubstantial claim- Rests on an assumption: The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
- Findingown data§ Application of the Subject Content · p. 8
The introduction of ChemFord into the EEA did not result in significantly higher post-test results on the ITMC test instrument compared to the control EEA condition.
“Our quantitative data indicate that the introduction of ChemFord into our EEA did not result in significantly higher post-test results on the ITMC test instrument, compared to the control EEA condition.”
Quote in the paperSubstantial claim - Findingown data§ Application of the Subject Content · p. 8
All participants expressed views on the difficulty of the EEA in terms of both the game mechanics and the embedded chemistry content.
“All participants expressed views on the difficulty of the EEA in terms of both the game mechanics and the embedded chemistry content.”
Quote in the paperNot a substantial claim - Findingown data§ Application of the Subject Content · p. 8
Participants stated that design aspects such as support pages reinforced the learning content throughout the activity.
“Participants stated that design aspects such as support pages 'reinforced' the learning content throughout the activity.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Perceived choice was not significantly different between groups, t(76)=0.267, p=0.790.
“However, perceived choice was not significantly different between groups, t (76) = 0.267, p = 0.790.”
Quote in the paperSubstantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Perceived competence was positively correlated with intrinsic motivation.
“Yet, measures of perceived competence between the two groups were not significantly different, t (76) = 1.070, p = 0.288, but were shown to be positively correlated with intrinsic motivation.”
Quote in the paperNot a substantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
The control group showed significant improvement in ITMC test performance from pre- to post-test.
“We found significant improvements in ITMCtest performance for both the control group, t (9) = 3.621, p < 0.01”
Quote in the paperNot a substantial claim- Rests on an assumption: The ITMC instrument validly measures chemistry knowledge.
- Findingown data§ Affective and Motivational Factors · p. 9
Qualitative discussions show evidence of extrinsic motivation, specifically the process of identification.
“Our qualitative discussions show evidence of extrinsic motivation, more specifically the process of identification.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
The process of internalization toward intrinsic motivation is evident, with students stating their interest, enjoyment, and inherent satisfaction of the learning experience.
“The process of internalization toward intrinsic motivation is also evident, with students stating their interest, enjoyment, and inherent satisfaction of the learning experience.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Higher reported measures of interest/engagement on the IMI survey supported the positive perception.
“This was supported by higher reported measures of interest/engagement on the IMI survey.”
Quote in the paperSubstantial claim - Findingown data§ Application of the Subject Content · p. 8
Students found the activity to be a meaningful learning experience.
“Responses suggest students found the activity to be a meaningful learning experience, ' I got something out of it. When I did the test, I got 8 out of 10, and I don't think I would have if I hadn't done the activity. It reinforces a lot of things.' (Interviewee B).”
Quote in the paperNot a substantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
No significant difference was observed between the control and AR groups in pretest mean scores on the ITMC.
“No significant differences were observed in the pretest mean scores, t (23) = 1.449, p =0.161”
Quote in the paperSubstantial claim - Findingown data§ Affective and Motivational Factors · p. 9
These perceptions were present in both experimental groups, not just those students utilizing the AR technology.
“However, it is noteworthy that these perceptions were present in both experimental groups, not just those students utilizing the AR technology.”
Quote in the paperSubstantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7
The normalized change (c) was 0.44 for the AR group.
“The c values calculated were 0.44 for the AR group and 0.50 for the control group.”
Quote in the paperNot a substantial claim- Rests on an assumption: The ITMC instrument validly measures chemistry knowledge.
- Findingown data§ Affective and Motivational Factors · p. 9
Students positively responded to collaboratively working given the limited interaction with their peers, supporting relatedness.
“On supporting the need of relatedness, students positively responded to collaboratively working given the limited interaction with their peers.”
Quote in the paperSubstantial claim - Findingown data§ Affective and Motivational Factors · p. 9
An absence of direct instruction left some students feeling initially overwhelmed.
“An absence of direct instruction, due to the nature of the activity, left some students feeling initially overwhelmed.”
Quote in the paperNot a substantial claim - Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7
The normalized change (c) was 0.50 for the control group.
“The c values calculated were 0.44 for the AR group and 0.50 for the control group.”
Quote in the paperNot a substantial claim- Rests on an assumption: The ITMC instrument validly measures chemistry knowledge.
- Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
Neither the control nor the AR group performed statistically better than the other on individual ITMC items.
“Analysis of scores on the ITMC instrument show neither group performing statistically better than the other on individual items.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Students expressed support toward their peers.
“Students also expressed support toward their peers, '...when a person in the team competed their part...I don't know if proud is the right word?' (Interviewee C).”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
All participants stated that they believed the EEA worked as an effective team activity.
“All participants stated that they believed the EEA worked as an effective team activity.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Participants frequently used terms such as engaging, satisfying, and useful to describe the activity.
“Participants frequently used terms such as 'engaging', 'satisfying', and 'useful' to describe the activity.”
Quote in the paperSubstantial claim - Findingown data§ ACCESS · p. 1
Reported measures of competency were not observed to be a positive predictor of academic performance in this study.
“However, in this study, this was not observed to be a positive predictor of academic performance.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Negative student feelings were noted.
“In contrast, negative student feelings were also noted.”
Quote in the paperNot a substantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Qualitative data did not provide any evidence of amotivation or external regulation.
“Lastly, qualitative data did not provide any evidence of amotivation or external regulation.”
Quote in the paperNot a substantial claim - Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
The perceived choice subscale was moderately correlated with the perceived competence subscale at the p = 0.05 level.
“The perceived choice subscale was moderately correlated with the perceived competence subscale at the p = 0.05 level.”
Quote in the paperNot a substantial claim- Rests on an assumption: The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
- Findingown data§ Affective and Motivational Factors · p. 9
Measures of perceived competence between the two groups were not significantly different, t(76)=1.070, p=0.288.
“Yet, measures of perceived competence between the two groups were not significantly different, t (76) = 1.070, p = 0.288, but were shown to be positively correlated with intrinsic motivation.”
Quote in the paperSubstantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Students expressed a desire to repeat this style of activity in future modules throughout their degree.
“When asked, students expressed a desire to repeat this style of activity in future modules throughout their degree.”
Quote in the paperSubstantial claim - Findingown data§ Application of the Subject Content · p. 8
Paired sample t tests and normalized change calculations demonstrated significant intragroup improvement on the ITMC test instrument prior to, and after, the activity.
“Paired sample t tests and normalized change calculations demonstrated significant intragroup improvement on our ITMC test instrument prior to, and after, the activity (Table 1 and Figure 7).”
Quote in the paperSubstantial claim - Findingown data§ Affective and Motivational Factors · p. 9
Students expressed that they felt time pressure.
“In addition, students expressed that they felt the time pressure.”
Quote in the paperNot a substantial claim - Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
Self-report measures of intrinsic motivation from the AR group were not significantly different from those reported by the control group.
“The calculated asymptotic significances show that self-report measures of intrinsic motivation from participants in the AR group were not significantly different to those reported by the control group.”
Quote in the paperSubstantial claim- Rests on an assumption: The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
- Findingown data§ Affective and Motivational Factors · p. 9
Students positively perceived the integration of the online synchronous activity during a challenging period of transition to online learning.
“During a challenging period of transition to online learning, students positively perceived the integration of our online synchronous activity.”
Quote in the paperNot a substantial claim - Findingown data§ Evolving the Activity · p. 9
While facilitating the EEA in academic year 2021/2022, greater levels of peer-to-peer discussion were taking place as a result of the design change.
“While facilitating our EEA activity in academic year 2021/2022, it was apparent that greater levels of peer-topeer discussion were taking place as a result of this design change.”
Quote in the paperNot a substantial claim - Findingown data§ ■ CONCLUSION · p. 10
Differential Item Functioning showed no biased measurement of ability between groups when using the Raju Signed Area method.
“Differential Item Functioning showed no biased measurement of ability between groups when using the Raju Signed Area method.”
Quote in the paperNot a substantial claim - Findingown data§ Evolving the Activity · p. 9
The design idea to begin with a team task was suggested by students throughout qualitative data collection.
“This design idea was suggested by students throughout our qualitative data collection, '100%. I think using a team task at the start to help people bond straight away would be a good idea.' (Interviewee D).”
Quote in the paperNot a substantial claim - Findingreasoning§ Evolving the Activity · p. 9
This resulted in the generation of 'dead zones' where players were potentially inactive while awaiting further information from their teammates.
“This resulted in the generation of 'dead zones' where players were potentially inactive while awaiting further information from their teammates.”
Quote in the paperNot a substantial claim - Findingown data§ ■ CONCLUSION · p. 10
In this study, competency was not observed to be a positive predictor of academic performance.
“However, in this study, this was not observed to be a positive predictor of academic performance.”
Quote in the paperSubstantial claim - Findingown data§ ■ CONCLUSION · p. 10
Significant intragroup academic improvement was observed in both experimental groups.
“Significant intragroup academic improvement was also observed in both experimental groups.”
Quote in the paperSubstantial claim - Findingreasoning§ Evolving the Activity · p. 9
Instances arose with individual tasks where players were completing them at different rates.
“As such, instances arose with individual tasks, where players were completing them at different rates.”
Quote in the paperNot a substantial claim- Rests on an assumption: Participant teams will commonly be composed of students of differing chemistry experience.
- Findingown data§ ■ CONCLUSION · p. 10
Reported measures of competency were seen as a positive predictor of intrinsic motivation.
“As previously hypothesized, reported measures of competency were seen as a positive predictor of intrinsic motivation.”
Quote in the paperSubstantial claim - Interpretationown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7
Each ITMC item's score is positively related to the overall proficiency represented by performance on the instrument.
“Items on the scale displayed good discrimination, constituting reasonable evidence that each item's score is positively related to the overall proficiency represented by performance on this instrument.”
Quote in the paperNot a substantial claim - Interpretationown data§ Affective and Motivational Factors · p. 9
The introduction of AR may not have provided the cognitive benefits the authors perceived it would in this instance.
“As such, the introduction of AR may not have provided the cognitive benefits we perceived it would in this instance.”
Quote in the paperSubstantial claim - Premisecitation§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4
Students of autonomy-supportive teachers are more intrinsically motivated.
“are more intrinsically motivated, and report higher perceived competence and internalization of learning activities. 52”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [52] source
- Study design and conductown data§ ■ ANALYSIS OF QUALITATIVE DATA · p. 8
The Krippendorff's alpha calculated for this study was 0.84.
“The Krippendorff's alpha calculated for this study was 0.84.”
Quote in the paperNot a substantial claim - Premisecitation§ Intrinsic Motivation Inventory (IMI) · p. 2
Previous application and resulting analysis of the IMI has shown strong support for its validity.
“Previous application, and resulting analysis, has shown strong support for its validity. 48,49”
Quote in the paperNot a substantial claim0 of 2 sources checked - Premisecitation§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4
When individuals feel they belong to a group, their need for relatedness is satisfied.
“When individuals feel they belong to a group, their need for relatedness is satisfied. 54”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [54] Reeve J., 2004
Not checked in the free run.
- Study design and conductown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6
The ITMC data were normally distributed at both pretest and post-test stages.
“Thedata were found to be normally distributed at both pretest and post-test stages.”
Quote in the paperSubstantial claim - Premisecitation§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4
Students of autonomy-supportive teachers demonstrate greater learning outcomes.
“Students of autonomy-supportive teachers have demonstrated greater learning outcomes, 51”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [51] source
- Interpretationown data§ ■ ANALYSIS OF IMI RESPONSES · p. 8
The observed correlations agree with the hypothesis that perceived choice and perceived competence are positive predictors of intrinsic motivation (interest/enjoyment).
“This agrees with the hypothesis that perceived choice and perceived competence are positive predictors of measures of intrinsic motivation, considered to be assessed by the interest/enjoyment subscale.”
Quote in the paperSubstantial claim- Rests on an assumption: The interest/enjoyment subscale assesses intrinsic motivation.
- Study design and conductown data§ ■ ANALYSIS OF IMI RESPONSES · p. 7
The IMI subscales demonstrated good internal consistency (Cronbach's alpha).
“The internal consistency of the instrument's subscales was established through calculation of Cronbach's alpha. The computed values are indicative of good internal consistency.”
Quote in the paperNot a substantial claim - Premisecitation§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4
Students of autonomy-supportive teachers report higher internalization of learning activities.
“are more intrinsically motivated, and report higher perceived competence and internalization of learning activities. 52”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [52] source
- Study design and conductown data§ ■ ANALYSIS OF QUALITATIVE DATA · p. 8
Reliability of the qualitative analysis was ensured using negotiated agreement and Krippendorff's alpha.
“We sought to ensure reliability in our analysis using two measures: (i) negotiated agreement and (ii) Krippendorff's alpha.”
Quote in the paperNot a substantial claim - Study design and conductnone given§ ■ STUDY LIMITATIONS · p. 10
The authors were unable to evaluate the learning gains of students who did not participate in either the control or AR condition.
“Lastly, we were unable to evaluate the learning gains of students who did not participate in either the control or AR condition (i.e., no intervention).”
Quote in the paperNot a substantial claim - Interpretationreasoning§ ■ STUDY LIMITATIONS · p. 10
It is not possible to generalize the findings based on the sample size of this study.
“As such, it is not possible to generalize our findings based on the sample size of this study.”
Quote in the paperNot a substantial claim - Study design and conductreasoning§ ■ STUDY LIMITATIONS · p. 10
The sample size was relatively small.
“First, a major limitation is the relatively small sample size that the data analysis was based upon.”
Quote in the paperSubstantial claim - Study design and conductown data§ ■ CONCLUSION · p. 10
The authors have provided initial reliability evidence for the stereochemistry test instrument using CTT and IRT (2PL model).
“We have provided initial reliability evidence for our stereochemistry test instrument, developed for the purposes of this study, using the approaches of CTT and IRT (2PL model).”
Quote in the paperNot a substantial claim - Interpretationreasoning§ Evolving the Activity · p. 9
This is an example of a relatedness thwarting strategy, exhibited by an active dislike toward an aspect of the learning environment.
“This is an example of a relatedness thwarting strategy, exhibited by an active dislike toward an aspect of our learning environment.”
Quote in the paperNot a substantial claim- Rests on an assumption: Participant teams will commonly be composed of students of differing chemistry experience.
- Study design and conductreasoning§ ■ STUDY LIMITATIONS · p. 10
The sample size was the result of modest enrollment compounded by participant disengagement between pre- and post-test stages.
“The sample size was the result of modest enrollment compounded by participant disengagement between the pre- and post-test stages.”
Quote in the paperNot a substantial claim - Interpretationown data§ ■ CONCLUSION · p. 10
Through students' discussions, the authors have provided evidence of how design aspects of the EEA support the psychological need satisfaction outlined by SDT.
“Through students' discussions, we have provided evidence of how design aspects of the EEA support the psychological need satisfaction outlined by SDT.”
Quote in the paperSubstantial claim
- Classified as probably not a substantial claim. 51
- May combine two claims. 23
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ ACCESS · p. 1Exemplars of multimodal innovations in pedagogical strategy have surfaced to increase motivation while supporting students' understanding of chemistry concepts.
“exemplars of multimodal innovations in pedagogical strategy, afforded by advancements in information and communication technology (ICT), have surfaced to increase motivation, while supporting students' understanding of chemistry concepts. 2”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites [2] source
The editorial reports worldwide creative adaptation to new technologies in chemistry teaching and attention to students’ experiences (Abstract, pp. 2375–2377). It does not say these innovations increased motivation or improved understanding of chemistry concepts; it notes that rigorous measurement of learning impacts was limited. (LLM, conf=0.85)
Experimental — accuracy not yet measured
Classified as probably not a substantial claim.
Premisecitation§ ■ SELF-DETERMINATION THEORY · p. 2SDT's analysis of educational settings is primarily focused on the extent to which they meet or frustrate the basic needs.
“Accordingly, SDT's analysis of educational settings is primarily focused on the extent to which they meet or frustrate these basic needs. 46”
Quote in the paperSubstantial claim1 of 1 sources checked- cites [46] source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ ACCESS · p. 1Reviewing educational literature on chemistry-specific EEAs outlines previous examples that serve as instruction to lab techniques, evaluation of student understanding, and complementary teaching of concepts.
“Reviewing educational literature that deals with chemistry-specific EEAs outlines previous examples that serve as (i) instruction to lab techniques, 15 -18 (ii) evaluation of student understanding, 19 -22 and (iii) complementary teaching of concepts. 23,24”
Quote in the paperNot a substantial claim1 of 10 sources checkedProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ ■ INTEGRATING AUGMENTED REALITY · p. 2Education researchers are starting to investigate the integration of EEAs and AR technology and its influence on learning outcomes.
“education researchers are starting to investigate this integration and its influence on learning outcomes. 32 -35”
Quote in the paperNot a substantial claim2 of 4 sources checked- cites [32] source
- cites [33] source
The Introduction and related-work discussion describe educational AR escape rooms, including one designed to teach chemistry, supporting the claim that researchers are investigating this integration. The paper does not report an effect on learning outcomes: its Evaluation section measures usability and spatial experience instead. Page numbers are not available in our copy. (LLM, conf=0.84)
Experimental — accuracy not yet measured - cites [34] source
- cites [35] source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6Shapiro-Wilk has more power to detect nonnormality on smaller sample sizes.
“Although other methods for normality testing exist, Shapiro-Wilk has more power to detect the nonnormality on smaller samples sizes. 57”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites [57] source
Probably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 7No item on the other three IMI subscales demonstrated a higher alpha-if-deleted value.
“No item on any of the other three subscales demonstrated a higher alpha-if-deleted value.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6In the control group, the mean ITMC post-test score was 79.00 (SD 16.63).
“| Post-test stage | 79.00 (16.63) | 75.33 (20.31) |”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Application of the Subject Content · p. 8Students demonstrated reflection and stated that the opportunity to apply taught content promoted deeper understanding of the material.
“Within our discussions, students demonstrated reflection, 'I realized where I needed to go back and look...' , (interviewee E), and stated that the opportunity to apply taught content promoted deeper understanding of the material.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ ■ ANALYSIS OF QUALITATIVE DATA · p. 8Three predominant themes were found in student discussions: application of the subject content, affective and motivational factors, and evolving the activity.
“In this paper we focus on three predominant themes found in student discussions: application of the subject content, affective and motivational factors, and evolving the activity.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ Affective and Motivational Factors · p. 9Most students stated that they play a lot of video games, but with no preference for competitive or cooperative play.
“Most students stated that they 'play a lot of video games', but with no preference for competitive or cooperative play.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Application of the Subject Content · p. 8Among participants who attempted the activity, 45% of codebreakers attempted hard difficulty challenges.
“Further, 45% of codebreakers and 39% of agents also attempted the hard difficulty challenges.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Application of the Subject Content · p. 8Many students stated that the difficulty of the activity was suited to their level of chemistry experience, supporting the need for competency.
“Many students stated that the difficulty of the activity was suited to their level of chemistry experience, supporting the need for competency.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Application of the Subject Content · p. 8Participants articulated that the activity needs to be challenging, at least to a certain extent, for it to change them in a better way.
“Participants articulated that, to improve, '...it needs to be challenging, at least to a certain extent, for it to change you in a better way...' (interviewee F).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6In the AR group, the mean ITMC pretest score was 43.33 (SD 16.76).
“| Pretest stage | 53.00 (15.67) | 43.33 (16.76) |”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Affective and Motivational Factors · p. 9Self-improvement and the contribution of the activity to participants' learning were the primary responses for the EEA.
“Self-improvement and the contribution of the activity to participants' learning were the primary responses.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown data§ ACCESS · p. 1Participants found the activity to be useful and engaging.
“Collected qualitative data suggest that participants found the activity to be useful and engaging.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ ■ ANALYSIS OF IMI RESPONSES · p. 7One item on the relatedness scale (item 25) had a higher alpha-if-deleted value.
“Item deletion procedures suggest a higher alpha-if-deleted value for one item on the relatedness scale: ( item 25: I'd really prefer not to interact with this person in the f uture ).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7Items 1 and 6 were the easiest items on the ITMC, generally at the lower estimate of individuals' ability.
“Items 1 and 6 were considered the easiest items, generally at the lower estimate of individuals' ability.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6In the control group, the mean ITMC pretest score was 53.00 (SD 15.67).
“| Pretest stage | 53.00 (15.67) | 43.33 (16.76) |”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Application of the Subject Content · p. 8Among participants who attempted the activity, 39% of agents attempted hard difficulty challenges.
“Further, 45% of codebreakers and 39% of agents also attempted the hard difficulty challenges.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Affective and Motivational Factors · p. 9Most students stated that anxiety started to go away when they began bouncing ideas off each other and that it became more enjoyable than stressful.
“However, most students stated that '...when we started bouncing ideas off each other on how to progress, that anxiety started to go away...' (interviewee G) and that it became '...more enjoyable than stressf ul...' (interviewee C).”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6In the AR group, the mean ITMC post-test score was 75.33 (SD 20.31).
“| Post-test stage | 79.00 (16.63) | 75.33 (20.31) |”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7The calculated effect size (Cohen's d) for the difference in learning gain between groups was 0.14, less than 0.2 standard deviations.
“The calculated effect size was 0.14, meaning that the difference between the two groups was less than 0.2 standard deviations.”
Quote in the paperNot a substantial claim- Rests on an assumption: The ITMC instrument validly measures chemistry knowledge.
Probably not a substantial claim: may not pass S3 (load-bearing).
Findingnone given§ Affective and Motivational Factors · p. 9Challenges regarding the facilitation of team interactivity were raised.
“However, challenges regarding the facilitation of the team interactivity were raised.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Application of the Subject Content · p. 8Among participants who attempted the activity, 42% of those selecting the specialist role attempted hard difficulty challenges.
“Of all participants who attempted the activity, 42% of those selecting the specialist role attempted hard difficulty challenges.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ ■ CONCLUSION · p. 10Collected qualitative data suggest that participants found the activity to be useful and engaging.
“Collected qualitative data suggest that participants found the activity to be useful and engaging.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ Evolving the Activity · p. 9A greater measure of relatedness on the IMI survey was reported during the second iteration (5.44), but this was not statistically significant compared to the first iteration.
“A greater measure of relatedness on the IMI survey was reported during the second iteration (5.44), but this was not statistically significant when compared to the first iteration.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingnone given§ ■ CONCLUSION · p. 10Throughout both iterations, a positive opinion ran throughout participants' discussions.
“Throughout both iterations of our activity, a positive opinion ran throughout our participants' discussions.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown data§ ■ CONCLUSION · p. 10The introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or post-test scores on the stereochemistry instrument.
“With reference to our research questions, the introduction of AR, over and above the EEA, did not result in any significant differences in reported intrinsic motivation or post-test scores on our stereochemistry instrument.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ Evolving the Activity · p. 10Balancing game-based learning mechanics with chemistry content was commented upon.
“Balancing the Game-Based Learning mechanics with the chemistry content of a task was also commented upon, '...there were a couple of points where, I think, individually, we were a bit stuck to the premise of a couple of the tasks, and exactly what it wanted from us, rather than the chemistry', (interviewee A).”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Findingown data§ ■ CONCLUSION · p. 10Items 1 and 6 were shown to be the easiest items on the scale.
“Items 1 and 6 were shown to be the easiest items on the scale.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisecitation§ ACCESS · p. 1There is an important reciprocal relationship between motivation and learning.
“Given the important reciprocal relationship between motivation and learning, 1 exemplars of multimodal innovations in pedagogical strategy, afforded by advancements in information and communication technology (ICT), have surfaced to increase motivation, while supporting students' understanding of chemistry concepts. 2”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [1] Wentzel K., 2020 source
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Study design and conductnone given§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4The roles do not require any distinct prerequisite skillsets in relation to the other two roles.
“It is noteworthy that the roles do not require any distinct prerequisite skillsets in relation to the other two roles.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone given§ Application of the Subject Content · p. 8Variables such as intrinsic and extraneous cognitive load were not measured as part of this study.
“However, variables such as intrinsic and extraneous cognitive load were not measured as part of this study.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ ■ ANALYSIS OF QUALITATIVE DATA · p. 8Values above 0.66 for Krippendorff's alpha are acceptable for tentative conclusions.
“Values above 0.66 are acceptable for tentative conclusions. 66”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [66] Krippendorff K., 2018 source
May combine two claims.
Interpretationreasoning§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4The use of a digital EEA is not dictated by the constraint of facilitating physical EEA with large cohorts and allows hosting of large concurrent player bases.
“The use of a digital EEA is not dictated by this constraint and allows hosting of large concurrent player bases.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Premisecitation§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4Students of autonomy-supportive teachers report higher perceived competence.
“are more intrinsically motivated, and report higher perceived competence and internalization of learning activities. 52”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [52] source
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ ■ SELF-DETERMINATION THEORY · p. 2Intrinsic motivation is fully autonomous, relevant to educational settings, and consistently associated with higher performance.
“As intrinsic motivation is fully autonomous, it is relevant to educational settings and has been shown to be consistently associated with higher performance. 44”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [44] source
Classified as probably not a substantial claim.
Premisecitation§ ■ SELF-DETERMINATION THEORY · p. 2To achieve high-quality forms of motivation and engagement, three needs are seen as fundamental: autonomy, competence, and relatedness.
“To achieve high-quality forms of motivation and engagement, three needs are seen as fundamental: autonomy, competence, and relatedness. 45”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [45] Ryan R., 2019 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone given§ Isomerism in Transition-Metal Complexes (ITMC) Test Instrument · p. 2Content validity was conducted on the ITMC test instrument prior to this study.
“Content validity was conducted on the instrument prior to this study.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Study design and conductreasoning§ ■ PARTICIPANTS AND PROCEDURE · p. 3Participants were randomly assigned to either the control or AR EEA condition to avoid bias and confounding variables and to eliminate carryover effects.
“Participants were randomly assigned to one of two groups to avoid bias and confounding variables:”
- Also stated in: § ■ PARTICIPANTS AND PROCEDURE · p. 4 · plain
“Participants were assigned to one condition, either the control or AR EEA, to eliminate carryover effects.”
Quote in the paperSubstantial claim- Also stated in: § ■ PARTICIPANTS AND PROCEDURE · p. 4 · plain
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductown data§ ■ ANALYSIS OF EEA PERFORMANCE AND ITMC SCORES · p. 5Across both iterations, 51 students completed the ITMC at the pretest stage and 40 students at the post-test stage.
“Across both iterations, 51 students completed the ITMC at the pretest stage and 40 students at the post-test stage.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim.
Premisecitation§ Intrinsic Motivation Inventory (IMI) · p. 2The interest/enjoyment scale of the IMI is considered the self-report measure of intrinsic motivation.
“The interest/ enjoyment scale is considered the self-report measure of intrinsic motivation. 47”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [47] Intrinsic Motivation Inventory (IMI) – https://selfdeterminationtheory.org/intrinsic-motivation-inventory/ (accessed 2022-03-01).
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ ■ SELF-DETERMINATION THEORY · p. 2SDT assumes that humans are inherently prone toward psychological growth and integration and, thus, toward learning, mastery, and connection with others.
“SDT assumes that humans are inherently prone toward psychological growth and integration and, thus, toward learning, mastery, and connection with others. 45”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [45] Ryan R., 2019 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Intrinsic Motivation Inventory (IMI) · p. 2The IMI is a multidimensional measurement instrument intended to assess participants' experiences in relation to a target activity.
“The IMI is a multidimensional measurement instrument intended to assess participants' experiences in relation to a target activity.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [47] Intrinsic Motivation Inventory (IMI) – https://selfdeterminationtheory.org/intrinsic-motivation-inventory/ (accessed 2022-03-01).
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7Suggested effect size values are small (0.2), medium (0.5), and large (0.8).
“The suggested values for effect size were employed: small (0.2), medium (0.5), and large (0.8). 59”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [59] source
Classified as probably not a substantial claim.
Premisecitation§ ■ SELF-DETERMINATION THEORY · p. 2The interplay between extrinsic influences acting on an individual and their intrinsic motives is central to Self-Determination Theory (SDT).
“The interplay between the extrinsic influences acting on an individual and their intrinsic motives is central to SelfDetermination Theory (SDT), a framework for understanding factors that affect an individual's inherent motivation. 43”
Quote in the paperSubstantial claim0 of 1 sources checked- cites [43] Deci E., 2014
Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.
Premisenone given§ Intrinsic Motivation Inventory (IMI) · p. 2Past research suggests that order effects of item presentation on the IMI appear to be negligible, and the inclusion or exclusion of specific subscales appears to have no impact on the others.
“Past research suggests that order effects of item presentation appear to be negligible, and the inclusion or exclusion of specific subscales appears to have no impact on the others.”
Quote in the paperNot a substantial claimClassified as probably not a substantial claim. May combine two claims.
Interpretationreasoning§ ACCESS · p. 1The design of the EEA provides one approach to implementing this style of learning activity in a way that supports virtual presence and is scalable to large student cohorts.
“The design of our EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence and is scalable to large student cohorts.”
Quote in the paperSubstantial claim- Rests on an assumption: Digital variants of the traditional EEA, supported by immersive technologies such as AR, for online learning are the latest development and allow for the scalability required for implementation in larger educational settings.
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ ■ SELF-DETERMINATION THEORY · p. 2One current direction of SDT research concerns the utilization of emerging technologies, such as AR and GBL, for education.
“One current direction of SDT research concerns the utilization of emerging technologies, such as AR and GBL, for education. 38”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [38] source
Classified as probably not a substantial claim.
Interpretationreasoning§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4A digital EEA is better suited to large student cohorts typical of a university setting.
“This is an approach better suited to large student cohorts typical of a university setting.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
Study design and conductown data§ ■ ANALYSIS OF QUALITATIVE DATA · p. 8Two authors independently coded the full set of interview transcripts and negotiated how they applied the codes.
“Two of the authors independently coded the full set of interview transcripts and then negotiated how they applied the codes. Differences were discussed, and where there was a consistent disagreement, a common approach was agreed.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductreasoning§ ■ EDUCATION ESCAPE ACTIVITY DESIGN · p. 4The roles were distinct in terms of narrative but covered the same underlying stereochemistry concepts.
“They were distinct in terms of narrative but covered the same underlying stereochemistry concepts.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductown data§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 6Bartlett's test verified that the assumption of equal variances was true.
“In addition, Bartlett's test was conducted, verifying that the assumption of equal variances was true.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone given§ Isomerism in Transition-Metal Complexes (ITMC) Test Instrument · p. 2The ITMC test instrument is designed to assess higher education chemistry students' understanding of important topics of isomerism in transition-metal complexes.
“The ITMC is designed to assess higher education chemistry students' understanding of important topics of isomerism in transition-metal complexes.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing), S4 (based).
Interpretationreasoning§ Affective and Motivational Factors · p. 9AR may have thwarted the need for autonomy through requiring the user to interact with ChemFord specifically.
“Furthermore, AR may have thwarted the need for autonomy through requiring the user to interact with ChemFord specifically.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation§ ■ ANALYSIS OF QUALITATIVE DATA · p. 8Krippendorff's alpha is a commonly used chance-corrected reliability measure that avoids many limitations of Cohen's kappa, such as suitability to smaller sample sizes.
“Krippendorff's alpha is a commonly used chance-corrected reliability measure that avoids many of the limitations described for Cohen's kappa, such as its suitability to smaller samples sizes. 66”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites [66] Krippendorff K., 2018 source
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation§ Table 1. Relative Means and Standard Deviations for ITMC Scores · p. 7Hake's ranges for normalized gain are low (c < 0.3), medium (0.3 ≤ c ≤ 0.7), and high (0.7 ≤ c).
“For this study, the ranges defined by Hake 58 for normalized gain were adopted: low ( c <0.3), medium (0.3 ≤ c ≤ 0.7), and high (0.7 ≤ c ).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Hake 58
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
Interpretationreasoning§ ■ CONCLUSION · p. 10This indicates how future evolution of the activity can prevent thwarting these needs.
“This indicates how future evolution of the activity can prevent thwarting these needs.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ ■ STUDY LIMITATIONS · p. 10There is a possibility of self-selection bias from participants.
“Furthermore, we must acknowledge the possibility of self-selection bias from participants. 67 Students who volunteer for interviews may be different from the rest of the population regarding their communication ability or reasoning levels.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S4 (based). May combine two claims.
Interpretationnone given§ ■ CONCLUSION · p. 10The design of the EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence, and is scalable to large student cohorts.
“The design of our EEA provides one approach to implementing this style of learning activity, in a way that supports virtual presence, and is scalable to large student cohorts.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductreasoning§ ■ STUDY LIMITATIONS · p. 10The authors did not have the opportunity to observe students' interactions with the AR technology when participants were completing the EEA.
“Second, following the adoption of online learning in response to the COVID-19 pandemic, we did not have the opportunity to observe students' interactions with the AR technology when participants were completing our EEA.”
Quote in the paperNot a substantial claim
The paper relies on this without support.
Motivation influences the extent to which individuals engage with online learning experiences.
“There is little doubt that motivation influences the extent to which individuals engage with online learning experiences.”
The paper relies on this without support.
Digital variants of the traditional EEA, supported by immersive technologies such as AR, for online learning are the latest development and allow for the scalability required for implementation in larger educational settings.
“Digital variants of the traditional EEA, supported by immersive technologies such as augmented reality (AR), for online learning are the latest development, allowing for the scalability required for implementation in larger educational settings.”
The paper relies on this without support.
The comparatively low cost of implementing AR technologies into the classroom on ubiquitous devices provides an opportunity for rapid virtual presence.
“The comparatively low cost of implementing AR technologies into the classroom on ubiquitous devices provides an opportunity for rapid virtual presence.”
The paper relies on this without support.
Past research suggests that order effects of item presentation on the IMI appear to be negligible, and the inclusion or exclusion of specific subscales appears to have no impact on the others.
“Past research suggests that order effects of item presentation appear to be negligible, and the inclusion or exclusion of specific subscales appears to have no impact on the others.”
The paper relies on this without support.
Browser-based games are technologically undemanding, easy to modify, and very accessible.
“Browser-based games are technologically undemanding, easy to modify, and very accessible.”
The paper relies on this without support.
The ITMC test instrument validly measures students' understanding of stereochemistry concepts.
“Dostudents who participate in the ARsupported EEA perform better on the ITMC test instrument compared to those who participate in the control EEA?”
The paper relies on this without support.
The EEA design successfully supports participants' needs for autonomy, competency, and relatedness.
“The design aspects for each iteration (Figure 4) of the EEA were informed by the psychological concepts of motivation and how elements of GBL can be implemented to ensure supports of competency, autonomy, and relatedness.”
The paper relies on this without support.
The interest/enjoyment subscale assesses intrinsic motivation.
“This agrees with the hypothesis that perceived choice and perceived competence are positive predictors of measures of intrinsic motivation, considered to be assessed by the interest/enjoyment subscale.”
The paper relies on this without support.
The ITMC instrument validly measures chemistry knowledge.
“We found significant improvements in ITMCtest performance for both the control group, t (9) = 3.621, p < 0.01 and the AR group, t (14) = 4.262, p < 0.01.”
The paper relies on this without support.
The IMI subscales validly measure the SDT constructs (interest/enjoyment, perceived competence, perceived choice, relatedness) in this population.
“The internal consistency of the instrument's subscales was established through calculation of Cronbach's alpha. The computed values are indicative of good internal consistency.”
The paper relies on this without support.
Participant teams will commonly be composed of students of differing chemistry experience.
“First, participant teams will commonly be composed of students of differing chemistry experience.”
The paper relies on this without support.
The game mechanics could confound with the potential benefits of the AR technology.
“This also avoids the game mechanics confounding with the potential benefits of the AR technology.”
Statistics recomputed
Every reported test result, recomputed from its test statistic and degrees of freedom. A result shows as not adding up only once an independent check has confirmed it.
- Consistentt(23) = 1.449reported p = .161 · recomputed p = .161
“t (23) = 1.449, p = .161”
- Consistentt(23) = 0.474reported p = .64 · recomputed p = .640
“t (23) = 0.474, p = .640”
- Consistentt(23) = 1.389reported p = .178 · recomputed p = .178
“t (23) = 1.389, p = .178”
- ConsistentF(1, 24) = 0.516reported p = .48 · recomputed p = .479
“F(1,24) = 0.516, p = .480”
- ConsistentF(1, 24) = 0.452reported p = .508 · recomputed p = .508
“F(1,24) = 0.452, p = .508”
- ConsistentF(1, 24) = 0.071reported p = .792 · recomputed p = .792
“F(1,24) = 0.071, p = .792”
- Consistentt(76) = 1.07reported p = .288 · recomputed p = .288
“t (76) = 1.070, p = .288”
- Consistentt(76) = 0.267reported p = .79 · recomputed p = .790
“t (76) = 0.267, p = .790”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Correlation strengths are assigned to the wrong subscales
MinorTable 4 reports a larger correlation between interest/enjoyment and perceived competence (0.698) than between interest/enjoyment and perceived choice (0.49). The text describes the choice correlation as strong and the competence correlation as moderate, reversing their relative strengths.
“The interest/enjoyment subscale was strongly correlated with the perceived choice subscale and moderately correlated with the perceived competence subscale at the p = 0.01 level.”
“| Interest/ | 1.000 | 0.698 b | 0.49 b | 0.028 |”
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Flagged first, then by citations
Research works printed but not linked: 2
- 10.1021/acs.jchemed.9b00933 · DOI · Paper page
- Reeve J., 2004, Big Theories Revisited, 31
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- Authors
- Elford, D., Lancaster, S. J., & Jones, G. A.
- Affiliations
- University of East Anglia (GB)
- Corresponding author
- Elford, Daniel
- Venue
- Journal of Chemical Education
- Publisher
- American Chemical Society (ACS)
- Published
- 2022-09-13
- Volume
- 99
- Issue
- 10
- Pages
- 3406-3417
- ISSN
- 0021-9584 (ISSN-L)
- 1938-1328
- OpenAlex
- W4297251623
- Semantic Scholar
- 4cc5cff404a3d261fd41fa993cc04cd36e79ea18
- Cited by
- 49
- References
- 62
- Citations by year
- 2026: 9 · 2025: 14 · 2024: 14 · 2023: 11 · 2022: 1
- FWCI
- 15.23
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- Journal of Chemical Education (publishedVersion, cc-by)
- UEA Digital Repository (University of East Anglia) (submittedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Physical Sciences › Chemistry › Physical and Theoretical Chemistry › Various Chemistry Research Topics
- Keywords
- augmented reality, self-determination theory, intrinsic motivation, online learning, academic performance, virtual presence, chemistry education
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-11-02.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-11-02.
Cited sources are checked by gpt-6-sol.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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