Affective outcomes of virtual-laboratory modalities are divided and interact with learners' initial attitude profiles¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Video-recorded experiments placed students in worry and anxiety zones more often than physical apparatus, and initial attitude profiles interacted significantly with conceptual gains from immersive VR. → Yahya Fahmi 2026
Evidence¶
Yahya Fahmi 2026¶
Yahya Fahmi, Rusijono Rusijono, Dewi Utari, Metafisika Kartika, Lestiani Winda, Hermansyah Hermansyah, Asbanu Dens E. S. I. (2026). Bridging Pedagogy and Technology: A Systematic Literature Review on Inquiry-Collaborative Models Assisted with Virtual Laboratory in Physics Education. F1000Research 15:1682. https://doi.org/10.12688/f1000research.191181.1
q3 · i? · review · r3
Review synthesis of the divided affective findings. The review also reports Tsivitanidou et al. (2021) found a "significant interaction between conceptual gains and learners' pre-existing attitudinal profiles", while other studies reported positive motivation and creativity effects.
"Karelina et al. (2022) found that students working with video-recorded experiments occupy the worry and anxiety zones of a flow model more often than students using physical apparatus"
Discussion¶
Related Claims¶
- Physical and virtual laboratory modalities produce different learning processes and transfer despite equivalent test scores — related
- Combining real and virtual laboratories outperforms either single modality in physics learning outcomes — related
- Lecturers initially experience anxiety and intimidation when teaching in virtual worlds, but develop an enhanced sense of agency over time. — related
- Immersive technologies such as virtual reality should reinforce, not substitute, the original educational action — related
- Immersion principle: people do not necessarily learn better in 3D immersive virtual reality than with a corresponding 2D desktop presentation (d = -0.10 across 9 tests) — related
- Virtual laboratories match physical laboratories on conceptual mastery, with domain-specific advantages and disadvantages — related
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review |
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by process:wiki-ingest on 2026-10-31 |
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