Josua Dubach , Sofia Anzeneder , Sebastian Tempelmann , Trix Cacchione
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Twenty-four studies were included. We analyzed IVR's effects on content-dependent knowledge acquisition and transfer, considering IVR affordances of agency and presence, underlying motivational and cognitive factors, and potential differential effects related to individual characteristics and IVR instructional setting (e.g. scaffolding measures). Results suggest that IVR can effectively enhance knowledge acquisition and transfer for K-6 learners, outperforming both analog teaching methods and non-immersive VR. These gains appear to be partially driven by increased agency and presence, as well as modulations in motivational and cognitive factors. However, contrary to previous evidence, individual characteristics such as age and prior knowledge do not consistently moderate IVR's effects on learning. Preliminary evidence further highlights the importance of instructional settings, particularly the inclusion of reflective activities and scaffolding measures. 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引用次数: 0
摘要
沉浸式虚拟现实(IVR)是一项快速发展的技术,具有增强学习的潜力。最近的实验研究报告,与其他VR类型或模拟教学方法相比,IVR环境中的学习收益更高。然而,效果大小差异很大,这表明IVR的有效性可能受到与IVR功能(存在和代理)、潜在动机和认知因素、个人特征(年龄、对课程内容的先验知识)和IVR教学设置相关的调节因素的限制。为了解决这个问题,我们对4个数据库(PsycINFO, PubMed, Web of Science, ERIC)中K-6学习者的随机对照和准实验研究进行了prisma引导的系统评价。纳入了24项研究。我们分析了IVR对内容依赖的知识获取和转移的影响,考虑了IVR的代理和存在性,潜在的动机和认知因素,以及与个人特征和IVR教学设置(例如脚手架措施)相关的潜在差异效应。结果表明,IVR可以有效地促进K-6学习者的知识获取和转移,优于模拟教学方法和非沉浸式VR。这些收益似乎部分是由于能动性和存在感的增加,以及动机和认知因素的调节。然而,与之前的证据相反,年龄和先验知识等个人特征并不能始终如一地调节IVR对学习的影响。初步证据进一步强调了教学环境的重要性,特别是包括反思活动和脚手架措施。为了最大限度地发挥IVR在教育中的潜力,进一步的研究应该系统地检查IVR的个体和互动效应,认知和动机因素,以及教学设计。
Effects of school-based immersive virtual reality interventions on learning in the K-6 range: A systematic literature review
Immersive virtual reality (IVR) is a rapidly evolving technology that has the potential to enhance learning. Recent experimental studies report higher learning gains in IVR environments compared to other VR types or analog teaching methods. However, effect sizes vary significantly, suggesting that IVR's effectiveness may be constrained by moderators related to IVR affordances (presence and agency), underlying motivational and cognitive factors, individual characteristics (age, prior knowledge of curriculum content), and IVR instructional setting. To address this issue, we conducted a PRISMA-guided systematic review of randomized controlled and quasi-experimental studies with K–6 learners across four databases (PsycINFO, PubMed, Web of Science, ERIC). Twenty-four studies were included. We analyzed IVR's effects on content-dependent knowledge acquisition and transfer, considering IVR affordances of agency and presence, underlying motivational and cognitive factors, and potential differential effects related to individual characteristics and IVR instructional setting (e.g. scaffolding measures). Results suggest that IVR can effectively enhance knowledge acquisition and transfer for K-6 learners, outperforming both analog teaching methods and non-immersive VR. These gains appear to be partially driven by increased agency and presence, as well as modulations in motivational and cognitive factors. However, contrary to previous evidence, individual characteristics such as age and prior knowledge do not consistently moderate IVR's effects on learning. Preliminary evidence further highlights the importance of instructional settings, particularly the inclusion of reflective activities and scaffolding measures. To maximize the potential of IVR in education, further research should systematically examine the individual and interactive effects of IVR affordances, cognitive and motivational factors, and instructional design.