Effectiveness of virtual reality in elementary school: A meta-analysis of controlled studies

Abstract

Virtual reality (VR) is rapidly gaining popularity and becoming more accessible. Numerous studies have examined the effectiveness of this technology in educational settings. This article provides a summary of the evidence regarding the efficacy of virtual environments for elementary education. A meta-analysis was conducted to combine the findings of independent experimental studies. The studies included in this review were sourced from reputable databases such as Web of Science, Scopus, IEEE, ACM, and ScienceDirect. The results indicate that students who learn in a virtual environment achieve higher learning scores compared to those in traditional classrooms (standard mean difference [SMD]=0.64, 95% CI [0.36, 0.92], p<0.001). Additionally, the findings suggest that learning in a tethered VR environment is equally effective as learning through mobile VR. Furthermore, there were no significant differences in scores when different media materials were used for the control group. This review emphasizes the advantages of employing mobile VR for learning in contrast to using tethered VR.

Public Policy Reforms

“…Education 5.0 curriculum could incorporate the use of virtual reality (VR) as a learning tool to improve outcomes, particularly in the learning of science, maths, social sciences, and art, at elementary levels. VR is a know-how that enables operators to entirely experience simulated surroundings using headsets or other gadgets as if they were actual (Lara-Acarez et al, 2023). VR has a strong and positive influence on educational outcomes (Amores-Valencia et al, 2023;Yu, 2021), with students assigning more consideration, having advanced feelings of attendance, and exhibiting more satisfaction (Huang et al, 2019), despite apprehensions on its clarity in the learning of mathematics (Cevikbas, Bulut and Kaiser, 2023), and negative effects on anxiety, cognition, creativeness, gender differences, learning attitudes, learner satisfaction, and engagement (Yu, 2021).…”

Analisis Kebutuhan Pengembangan Media Virtual Reality Sistem Pencernaan untuk Meningkatkan Berpikir Kritis Kelas V SD

“…Media Virtual Reality dapat memvisualisasikan melalui gambar bergerak disertai audio yang mana pengguna akan merasa seolah ada pada situasi yang divisualisasikan. Dengan menggunakan media Virtual Reality belajar menjadi lebih efektif dan hasil belajar meningkat (Lara-Alvarez et al, 2023;Shim, 2023). Selain itu, media Virtual Reality dapat memantik peserta didik untuk berpikir kritis (Dian Hendrayana et al, 2022;Fardani, 2017;Sulilawati et al, 2021;Supriadi & Hignasari, 2019) IPA adalah pelajaran yang diberikan pengalaman langsung dengan begitu peserta didik akan lebih mengenali lingkungan alam secara ilmiah (Ariyani & Tego, 2021;Devi & Bayu, 2020).…”