Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis |
| |
| Affiliation: | 1. College of Education, Department of Teaching Learning and Culture, Texas A&M University, College Station, TX 77843-4232, USA;2. College of Education, Department of Educational Psychology, Texas A&M University, College Station, TX 77843-4225, USA;3. Department of Distance Learning, Texas A&M University, Corpus Christi, TX 78412, USA;4. College of Science, Department of Chemistry, Texas A&M University, College Station, TX 77843-3225, USA;1. 436 Grace Dodge Hall, Department of Human Development, Teachers College, Columbia University, New York, NY 10027 United States;2. 4407 Tolman Hall, Graduate School of Education University of California Berkeley, California 94720, United States;3. 90 Bergen Street, Department of Otolaryngology, Rutgers New Jersey Medical School, Newark, NJ, 07101, United States;4. 551b Grace Dodge Hall, Department of Human Development, Teachers College, Columbia University, New York, NY 10027, United States;1. School of Electrical Engineering, University of Belgrade, Belgrade, Serbia;2. School of Computer Science and Electronic Engineering, University of Essex, Colchester, UK;3. Center for Internet Excellence, University of Oulu, Finland;4. Graz University of Technology, Austria;5. Curtin University, WA, Australia;1. Laboratorio de I+D en Visualización y Computación Gráfica (UNS-CIC Prov. de Buenos Aires), Argentina;2. Departamento de Ciencias e Ingeniería de la Computación, Universidad Nacional del Sur (DCIC-UNS), Bahía Blanca, Argentina;3. Instituto de Ciencias e Ingeniería de la Computación (CONICET-UNS), Bahía Blanca, Argentina |
| |
| Abstract: | The purpose of this meta-analysis is to examine overall effect as well as the impact of selected instructional design principles in the context of virtual reality technology-based instruction (i.e. games, simulation, virtual worlds) in K-12 or higher education settings. A total of 13 studies (N = 3081) in the category of games, 29 studies (N = 2553) in the category of games, and 27 studies (N = 2798) in the category of virtual worlds were meta-analyzed. The key inclusion criteria were that the study came from K-12 or higher education settings, used experimental or quasi-experimental research designs, and used a learning outcome measure to evaluate the effects of the virtual reality-based instruction.Results suggest games (FEM = 0.77; REM = 0.51), simulations (FEM = 0.38; REM = 0.41), and virtual worlds (FEM = 0.36; REM = 0.41) were effective in improving learning outcome gains. The homogeneity analysis of the effect sizes was statistically significant, indicating that the studies were different from each other. Therefore, we conducted moderator analysis using 13 variables used to code the studies. Key findings included that: games show higher learning gains than simulations and virtual worlds. For simulation studies, elaborate explanation type feedback is more suitable for declarative tasks whereas knowledge of correct response is more appropriate for procedural tasks. Students performance is enhanced when they conduct the game play individually than in a group. In addition, we found an inverse relationship between number of treatment sessions learning gains for games.With regards to the virtual world, we found that if students were repeatedly measured it deteriorates their learning outcome gains. We discuss results to highlight the importance of considering instructional design principles when designing virtual reality-based instruction. |
| |
| Keywords: | Simulations Games Virtual worlds Students learning outcomes Meta-analysis |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
