Аннотации:
Virtual reality has revolutionised the concept on
learning throughout the world, and the higher education sector
is no exception. Despite the emergence of high-fidelity
simulation technologies, display-based learning environments
have still been involved in educational research. But even now, it
is under question whether low-immersion virtual learning really
enhances undergraduate students’ learning performance. As an
attempt to produce pooled evidence on the topic, this review
meta-analytically combined post-test effect sizes extracted from
16 relevant empirical studies comprising 2,508 participants.
Overall, the virtual conditions had a large positive effect
(Hedge’s g = 0.98) on learning outcomes, but these findings are
injured by substantial between-study variance. To understand
differences in the effects, subgroup analyses were performed
across research design (experimental versus quasi-experimental)
and outcome type (practical skills measured or not). However,
all subgroups were heterogeneous, so the total picture remains
somewhat equivocal. Thus, the results imply screen-based
virtual environments can boost post-secondary students’
educational gains, but the extent has yet to be discovered. The
contribution of this paper to extant research is that it highlights
how much has not been clarified yet about the advantageousness
of applying virtual environments in education. Academia is
therefore urged to continue experimenting with synthesised
instructional scenarios.
