The potential of immersive virtual reality to enhance learning: A meta-analysis

Çoban, Murat; Bolat, Yusuf; Göksu, İdris

doi:10.1016/j.edurev.2022.100452

Cited by 97 publications

(53 citation statements)

References 111 publications

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“…In a comparison of IVR to desktop VR training, Frederiksen et al found that IVR was inferior in its effectiveness and caused more cognitive load among students of laparoscopic surgery (Frederiksen et al 2020). Thus, whether IVR training can be as effective or more effective compared to other types of training is inconclusive so far and an open research topic (Checa and Bustillo 2020) and more so in the case of IVR-based motor skill training (Coban et al 2022). This need inspired the first research question addressed in this work: RQ 1-Is IVR training as effective as physical training in improving task performance?…”

Section: Training In Virtual Realitymentioning

confidence: 99%

Investigating the effectiveness of immersive VR skill training and its link to physiological arousal

2022

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This paper details the motivations, design, and analysis of a study using a fine motor skill training task in both VR and physical conditions. The objective of this between-subjects study was to (a) investigate the effectiveness of immersive virtual reality for training participants in the 'buzz-wire' fine motor skill task compared to physical training and (b) investigate the link between participants' arousal with their improvements in task performance. Physiological arousal levels in the form of electro-dermal activity (EDA) and ECG (Electrocardiogram) data were collected from 87 participants, randomly distributed across the two conditions. Results indicated that VR training is as good as, or even slightly better than, training in physical training in improving task performance. Moreover, the participants in the VR condition reported an increase in self-efficacy and immersion, while marginally significant differences were observed in the presence and the temporal demand (retrieved from NASA-TLX measurements). Participants in the VR condition showed on average less arousal than those in the physical condition. Though correlation analyses between performance metrics and arousal levels did not depict any statistically significant results, a closer examination of EDA values revealed that participants with lower arousal levels during training, across conditions, demonstrated better improvements in performance than those with higher arousal. These findings demonstrate the effectiveness of VR in training and the potential of using arousal and training performance data for designing adaptive VR training systems. This paper also discusses implications for researchers who consider using biosensors and VR for motor skill experiments.

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Section: Training In Virtual Realitymentioning

confidence: 99%

Investigating the effectiveness of immersive VR skill training and its link to physiological arousal

2022

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“…Results from the study confirmed that the feeling of spatial presence was indeed a predictor of the three outcomes, but social presence, while predicting relatedness and enjoyment, did not extend to self-expansion. At the same time, the benefits made possible through virtual reality, including presence and immersion, are also crucial to providing a safe and comfortable virtual social environment for the populations under discussion here [59]. The preferences of introverts have been studied and include minimally stimulating environments and the need for additional time alone to regulate.…”

Section: Discussionmentioning

confidence: 99%

Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse

Hutson

2022

Societies

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Whereas traditional teaching environments encourage lively and engaged interaction and reward extrovert qualities, introverts, and others with symptoms that make social engagement difficult, such as autism spectrum disorder (ASD), are often disadvantaged. This population is often more engaged in quieter, low-key learning environments and often does not speak up and answer questions in traditional lecture-style classes. These individuals are often passed over in school and later in their careers for not speaking up and are assumed to not be as competent as their gregarious and outgoing colleagues. With the rise of the metaverse and democratization of virtual reality (VR) technology, post-secondary education is especially poised to capitalize on the immersive learning environments social VR provides and prepare students for the future of work, where virtual collaboration will be key. This study seeks to reconsider the role of VR and the metaverse for introverts and those with ASD. The metaverse has the potential to continue the social and workplace changes already accelerated by the pandemic and open new avenues for communication and collaboration for a more inclusive audience and tomorrow.

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“…In classrooms, teachers could use IVR to increase presence, even if students' reactions may be dependent on other traits and variables such as immersive tendencies (Weibel et al, 2010). This could also be a problem in education when new technologies favor specific students and lead to new inequalities, even if the link between presence and learning is still not well understood and may vary depending on the context (Coban et al, 2022;Makransky et al, 2019).…”

Section: Increasing Presence Interest and Enjoyment Using Immersive V...mentioning

confidence: 99%

“…But despite the expectations of these innovative technologies, effects of utilizing IVR on learning outcomes such as transfer tests showed mixed results in prior studies (Mayer et al, 2022). While some studies found an increase in learning outcomes using IVR (Coban et al, 2022;Markowitz et al, 2018;Zinchenko et al, 2020), other researchers found no differences (Gold & Windscheid, 2020), or even negative effects of using IVR in comparison to other media sources (Makransky et al, 2019). One possibility to explain these mixed effects is a focus of these studies on direct media comparisons, sometimes disregarding established pedagogical paradigms and theories (Radianti et al, 2020).…”

Section: Introductionmentioning

confidence: 97%

Linking technology usage to instructional quality: Immersive virtual reality increases presence, positive emotions, and cognitive activation

Büssing¹,

Thomsen²,

Braun³

2022

Preprint

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Technologies such as immersive virtual reality (IVR) pose new challenges to educators and researchers. While there are mixed results concerning the consequences of integrating IVR into education, the present study proposes a new direction in this field, by combining research on presence – the feeling of being in a specific environment – with instructional quality. In a controlled experimental study, we show how the integration of IVR in contrast to text and tablets increases presence, positive emotions (interest and enjoyment), and indirectly affects clarity as a dimension of cognitive activation. Given the results, studies on the effects of IVR should not only focus on direct reactions and learning outcomes, but also take other established educational paradigms (e.g., instructional quality) into account.

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The potential of immersive virtual reality to enhance learning: A meta-analysis

Cited by 97 publications

References 111 publications

Investigating the effectiveness of immersive VR skill training and its link to physiological arousal

Investigating the effectiveness of immersive VR skill training and its link to physiological arousal

Social Virtual Reality: Neurodivergence and Inclusivity in the Metaverse

Linking technology usage to instructional quality: Immersive virtual reality increases presence, positive emotions, and cognitive activation

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