Effectiveness of Immersive Virtual Reality Using Head-Mounted Displays on Learning Performance: A Meta-Analysis

Autor/inn/en	Wu, Bian; Yu, Xiaoxue; Gu, Xiaoqing
Titel	Effectiveness of Immersive Virtual Reality Using Head-Mounted Displays on Learning Performance: A Meta-Analysis
Quelle	In: British Journal of Educational Technology, 51 (2020) 6, S.1991-2005 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Bian) ORCID (Gu, Xiaoqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13023
Schlagwörter	Meta Analysis; Computer Simulation; Teaching Methods; Comparative Analysis; Effect Size; Computer Software; Test Format; Outcomes of Education; Skill Development; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Testentwicklung; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Unterrichtserfolg
Abstract	With the availability of low-cost high-quality head-mounted displays (HMDs) since 2013, there is a growing body of literature investigating the impact of immersive virtual reality (IVR) technology on education. This meta-analysis aims to synthesize the findings on the overall effects of IVR using HMDs compared to less immersive desktop virtual reality (DVR) and other traditional means of instruction. A systematic search was carried out on the literature published between 2013 and 2019. Thirty-five randomized controlled trials (RCTs) or quasi-experimental studies were identified. We conducted an analysis using the random effects model (REM) to calculate the pooled effect size. The studies were also coded to examine the moderating effects of their characteristics, such as learner stage, learning domain, learning application type, testing format, control group treatment and learning duration, on the outcome measure. The results showed that IVR using HMDs is more effective than non-immersive learning approaches with a small effect size (ES = 0.24). The key findings of the moderator analysis were that HMDs have a greater impact (a) on K-12 learners; (b) in the fields of science education and specific abilities development; (c) when offering simulation or virtual world representations; and (d) when compared with lectures or real-world practices. The meta-analysis also suggested that HMDs can improve both knowledge and skill development, and maintain the learning effect over time. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01