Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis

Merchant, Zahira; Goetz, Ernest T.; Cıfuentes, Lauren; Keeney-Kennicutt, Wendy; Davis, Trina J.

doi:10.1016/j.compedu.2013.07.033

Cited by 1,270 publications

(798 citation statements)

References 64 publications

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“…It also addresses the need of adequate statistical information, as Merchant et al (2014) suggested, to understand the effect size of the new VR headsets on language learning. To respond to Khan"s (2016) call for pursuing vocational self and peer -practical training via web resource, the results of this quantitative study also further corroborates the idea of testing VR softwares abilities in providing practical training by immersing the ESP students in real world situations, discuss and share views and hence transform the way they learn vocational terminologies.…”

Section: Discussionmentioning

confidence: 99%

“…Also, current studies report that many current young students might work in new fields that do not exist now. Based on the premise that VR may transform the learning experience, in higher education setting, Merchant et al (2014) conducted a meta-analysis of 69 studies to examine three forms of desktop-based VR instructions (i.e. games, simulation, virtual worlds) .…”

Section: Virtual Realitymentioning

confidence: 99%

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Virtual Reality for Teaching ESP Vocabulary: A Myth or A Possibility

Madini¹,

Alshaikhi²

2017

IJELE

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Studies on the effects of various strategies to improve vocabulary have documented the important role of input and output in terms of long-term retention of lexical items. Nowadays, the world is witnessing a growing interest in wearable devices. Considerable attention has been paid specifically to virtual reality (VR) headsets or smart Goggles and their abilities to engage their users. This paper examined whether virtual reality headsets help (N=20) Saudi female ESP postgraduates enrolled in the Didactic Terminologies in English Course to retain vocabulary related to their field. For six weeks, the students interacted with virtual objects through watching 360 degrees videos related to basic skills in counseling and some cases that require consultation and referral. For example, depression, addiction, suicide, autism, violence, domestic violence, bullying, and impulsive behavior. A pre and a post tests scores were compared by a paired sample t-test to examine the effect of the virtual reality videos on their vocabulary retention. The results showed a highly significant difference between the two tests with a (P< 0.001), and the mean scores between a pre and a post-tests pointed out that an alteration in favor to the post-test where students indicated the most improvement. The results demonstrated that virtual reality videos actually helped the postgraduate students to retain ESP vocabulary and therefore develop their competence level. Future work could investigate the perception of using virtual reality headsets to improve ESP vocabulary.

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Section: Discussionmentioning

confidence: 99%

Section: Virtual Realitymentioning

confidence: 99%

Virtual Reality for Teaching ESP Vocabulary: A Myth or A Possibility

Madini¹,

Alshaikhi²

2017

IJELE

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“…This is one of the reasons why Merchant et al (2014) focused their meta-analysis on "desktop VR" (3D visualisations on a computer screen). They justified this in the light of the many practical concerns and limitations that restricted the widespread use of true Virtual Reality technology in educational settings.…”

Section: Literature Reviewmentioning

confidence: 99%

Mobile Virtual Reality as an Educational Platform: A Pilot Study on the Impact of Immersion and Positive Emotion Induction in the Learning Process

Raya

Cavalcanti

Contero

et al. 2018

EURASIA J MATH SCI T

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The purpose of this study is to evaluate the influence of emotional induction and level of immersion on knowledge acquisition and motivation. Two conditions were used for immersion modulation: a high immersive condition, which consisted of the viewing of educational content through a head-mounted-display; and a low immersive condition, which was achieved through direct viewing on a tablet. The emotional conditions, created through video simulation, consisted of a positive versus neutral mood induction procedure. The participants were 56 high school students enrolled on a social science course. The results indicate a significant effect of the positive emotion/high immersive condition in knowledge acquisition while positive emotion induction had a positive effect on the interest subscale of the motivation assessment tool used for both immersive conditions.

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“…Algumas pesquisas estudaram a efetividade no uso destes ambientes e apontam resultados interessantes e que descrevem os pontos motivacionais para o uso destas tecnologias ( [16], [14] e [7]), que são:…”

Section: Contextualizaçãounclassified