The potential of immersive virtual reality to enhance learning: A meta-analysis. (June 2022)

• Record Type: Journal Article
• Authors: Coban, Murat; Bolat, Yusuf Islam; Goksu, Idris
• Is Part Of: Educational research review. Volume 36(2022)
• Publication Date: 2022-06
• Subjects: Immersive virtual reality -- Learning outcomes -- Head-mounted display -- CAVE -- Meta-analysis; CAVE Cave Automatic Virtual Environment; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2022.100452
• Languages: English
• ISSNs: 1747-938X

Abstract

Abstract: Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small ( g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups. Highlights: The overall effect size on the learning outcomes of I-VR was small (g = 0.38). I-VR has a significantly larger effect size in K-12 than in higher education. I-VR yields similar results in both immediate and delayed measuring moments. The effect of I-VR is more significant than computer-assisted compared to traditional environments. The effect of I-VR was small for HMD and CAVE but negative and very small for MR.