Independent evaluation of Sci-napse/Uncertain Rewards (pilot and main trial)
| ISRCTN | ISRCTN12740368 |
|---|---|
| DOI | https://doi.org/10.1186/ISRCTN12740368 |
| Protocol serial number | 2 |
| Sponsor | University of York |
| Funder | Education Endowment Foundation (EEF) |
- Submission date
- 22/09/2017
- Registration date
- 02/10/2017
- Last edited
- 23/08/2019
- Recruitment status
- No longer recruiting
- Overall study status
- Completed
- Condition category
- Other
Plain English summary of protocol
Background and study aims
This study will test the impact of a game-based approach to whole-class teaching, developed by researchers at the University of Bristol and Manchester Metropolitan University (MMU), which uses uncertain rewards for correct answers. Questions, posed using an online platform, are integrated with class teaching in Year 8 science lessons, and students work in teams to answer these. The study explores three approaches to learning content: game-based (questions with uncertain rewards, where points are awarded for correct answers but teams can choose whether to keep their points or to risk doubling or losing them based on the chance spin of a wheel); test-based (questions with fixed rewards, i.e. a pre-determined number of points for being correct) and conventional teaching (teacher’s usual practice). Although the points are not linked to any material reward, the state of heightened excitement over whether or not pupils will gain or lose points in the “uncertain rewards” condition may increase their receptivity to learning.
Who can participate?
Year 8 students at schools where at least 20% of students receive free school meals
What does the study involve?
Year 8 science classes are randomly allocated to one of three groups: game-based approach, test-based approach, or conventional teaching. Participating year 8 students are tested before the intervention begins and at the end of the intervention (summer term 2017) with the Progress in Science Test.
What are the possible benefits and risks of participating?
Participants may benefit from potentially improving their attainment in science. There are no notable risks involved with taking part in this study.
Where is the study run from?
The study is run from York Trials Unit (Department of Health Sciences, University of York) and takes place in secondary schools located within the UK.
When is the study starting and how long is it expected to run for?
December 2014 to March 2018
Who is funding the study?
Education Endowment Foundation (UK)
Who is the main contact?
Louise Elliott
louise.elliott@york.ac.uk
Contact information
Public
York Trials Unit
Department of Health Sciences
University of York
York
YO10 5DD
United Kingdom
Study information
| Primary study design | Interventional |
|---|---|
| Study design | Three-armed within-school randomised controlled trial |
| Secondary study design | Randomised controlled trial |
| Study type | Participant information sheet |
| Scientific title | Independent evaluation of Sci-napse: engaging the brain's reward system - a three-armed within-school randomised controlled trial |
| Study objectives | Testing the impact of game-based rewards in secondary school science classes. The trial is designed to establish: 1. The impact of the game-based teaching versus conventional teaching on academic achievement in science? 2. The impact of the test-based teaching versus conventional teaching on academic achievement in science? 3. The impact of the game-based teaching versus test-based teaching on academic achievement in science? 4. How the two approaches are enacted and received in the classroom, and how this compares with “business as usual”? |
| Ethics approval(s) | School of Education, University of York, 08/12/2015, ref: 15/039 |
| Health condition(s) or problem(s) studied | Pupils in Year 8 science lessons |
| Intervention | A minimum of three classes were recruited in each school. Classes within schools were randomised 1:1:1 using block randomisation with a block size of 3 to ensure balance as far as possible of the three allocations within each school. This project will test the impact of a game-based approach to whole-class teaching, developed by researchers at the University of Bristol and Manchester Metropolitan University (MMU), which uses uncertain rewards for correct answers. Questions, posed using an online platform, will be integrated with class teaching in Year 8 science lessons, and students will work in teams to answer these. The study will explore three approaches to learning content: Intervention 1: game-based. Questions with uncertain rewards, where points are awarded for correct answers but teams can choose whether to keep their points or to risk doubling or losing them based on the chance spin of a wheel Intervention 2: test-based. Questions with fixed rewards, i.e. a pre-determined number of points for being correct Intervention 3: conventional teaching, teacher’s usual practice |
| Intervention type | Other |
| Primary outcome measure(s) |
Attainment in science, measured using the GL Assessment Progress Test in Science (PTS13) at baseline (before the intervention begins) and at the end of the intervention (summer term 2017) |
| Key secondary outcome measure(s) |
No secondary outcome measures |
| Completion date | 31/03/2018 |
Eligibility
| Participant type(s) | Other |
|---|---|
| Age group | Child |
| Sex | All |
| Target sample size at registration | 9600 |
| Total final enrolment | 4976 |
| Key inclusion criteria | 1. State secondary schools around Manchester and Bristol 2. At least half of the recruited schools should have 20% or more pupils with FSM 3. A minimum of 3 year 8 classes available to take part in the evaluation |
| Key exclusion criteria | Schools that have not participated in the Sci-napse pilot trial |
| Date of first enrolment | 01/01/2015 |
| Date of final enrolment | 30/09/2016 |
Locations
Countries of recruitment
- United Kingdom
- England
Study participating centre
York
YO10 5DD
United Kingdom
Results and Publications
| Individual participant data (IPD) Intention to share | Yes |
|---|---|
| IPD sharing plan summary | Stored in repository |
| IPD sharing plan | The datasets generated during and/or analysed during the current study will be deposited in the EEF Data Archive (in association with the Fischer Family Trust). Enquiries to FFT’s Datalab can be made via educationdatalab@fft.org.uk. |
Study outputs
| Output type | Details | Date created | Date added | Peer reviewed? | Patient-facing? |
|---|---|---|---|---|---|
| Funder report results | results | 23/08/2019 | No | No | |
| Participant information sheet | Participant information sheet | 11/11/2025 | 11/11/2025 | No | Yes |
| Study website | Study website | 11/11/2025 | 11/11/2025 | No | Yes |
Editorial Notes
23/08/2019: Publication reference and total final enrolment number added.
