Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development
Training using virtual reality has been applied in many fields of education, but primarily in the fields of health and safety, engineering and technical education, and general education. Numerous studies assessing the use of immersive training in education have yielded promising results in educa...
| Main Authors: | , , |
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| Language: | English |
| Published: |
World Bank, Washington, DC
2021
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/204701616091079027/Meta-Analysis-Assessing-the-Effects-of-Virtual-Reality-Training-on-Student-Learning-and-Skills-Development http://hdl.handle.net/10986/35299 |
| Summary: | Training using virtual reality has been applied in many fields
of education, but primarily in the fields of health and safety,
engineering and technical education, and general education.
Numerous studies assessing the use of immersive training
in education have yielded promising results in educational
outcomes, but there is not yet in the literature a systematic
analysis of the effects of virtual reality training on student
learning. This paper presents a meta-analysis of the results of
available studies that assess virtual reality training’s impact
on student learning and skills development, and which rely
on robust evaluation methods. The study’s primary purpose
is to identify the extent to which immersive training can
successfully develop students’ skills across different fields of
education and the size of the effects encountered. The analysis
presented here relies on 31 primary studies and more
than 90 experiments. The results indicate that, on average,
virtual reality training is more effective than traditional
training in developing technical, practical, and socio-emotional
skills. The results are particularly promising in fields
related to health and safety, engineering, and technical
education. The results also indicate that students who are
exposed to virtual reality training are more efficient in using
inputs and time and/or avoiding performance errors than
students receiving traditional training. |
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