Effect of students’ deep learning in virtual venue environment: a meta-analysis based on 45 experiments and quasi-experiments at home and abroad

IF 4.8 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Xinyi Wu, Xiaohui Chen, Xingyang Wang, Hanxi Wang
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引用次数: 0

Abstract

With the application of virtual venues in the field of education, numerous educational empirical studies have examined the impact of deep learning in the learning environment of virtual venues, but the conclusions are not always in agreement. The present study adopted the meta-analysis method and RStudio software to test the overall effect of 45 domestic and foreign experimental and quasi-experimental studies, and eight moderating variables (experiment period, knowledge type, virtual venue type, and feedback strategy) were analyzed. The research results indicated that moderating variables had different degrees of influence on the deep learning effect of students in the learning environment of virtual venues. There were no intra-group differences in the type of virtual venue and the experiment period, while there were intra-group differences in other moderating variables. According to the results of meta-analysis, suggestions were put forward from four aspects (course design of virtual venues, selection and application of feedback strategies, knowledge type design of virtual venues, and empirical research suggestions) to serve as references for strengthening the deep learning impact of students and the scientific design of course content of virtual venues.

Abstract Image

学生在虚拟场地环境中的深度学习效果:基于国内外 45 项实验和准实验的荟萃分析
随着虚拟场馆在教育领域的应用,众多教育实证研究考察了虚拟场馆学习环境下深度学习的影响,但结论不尽一致。本研究采用荟萃分析法和RStudio软件,对国内外45项实验和准实验研究的总体效应进行了检验,并对8个调节变量(实验周期、知识类型、虚拟场馆类型、反馈策略)进行了分析。研究结果表明,调节变量对虚拟场馆学习环境下学生深度学习效果有不同程度的影响。虚拟场所类型和实验时间不存在组内差异,而其他调节变量存在组内差异。根据荟萃分析结果,从四个方面(虚拟场所的课程设计、反馈策略的选择与应用、虚拟场所的知识类型设计、实证研究建议)提出建议,为加强学生深度学习效果和科学设计虚拟场所的课程内容提供参考。
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来源期刊
Education and Information Technologies
Education and Information Technologies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.70%
发文量
610
期刊介绍: The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments. The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts.  The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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