The PC-over-VR recall difference was significant only for children with higher sustained attention¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? For below-median SART children, PC and VR recall did not differ significantly; for above-median children the difference was marginally significant (partial η² = 0.11). → Rudling 2026 q3 i2 High and low SART groups differed in overall word recall (Cohen's d = 0.54). → Rudling 2026 (2)

Evidence¶

Rudling 2026¶

Rudling, M., Rumetshofer, T., Nirme, J. & Mårtensson, J. (2026). Embodied Word Learning in Schools and Sustained Attention in Virtual Reality. npj Science of Learning. https://doi.org/10.1038/s41539-025-00395-2

q3 · i? · causal · r2

Median split on SART (0.24) in the repeated measures ANOVA. For low-SART children VR and PC conditions were equal; only for higher sustained attention was the PC recall score higher, and only marginally (p = 0.054, partial η² = 0.11).

"The results showed that for the below-median group there was no significant difference between the PC and VR recall scores (F(1,37) = 0.73, p = 0.399, partial 2 = 0.02), whereas for the above-median group, the difference was marginally significant despite the decreased statistical power of these analyses (F(1,31) = 4.03, p = 0.054, partial 2 = 0.11)."

Rudling 2026 (2)¶

Rudling, M., Rumetshofer, T., Nirme, J. & Mårtensson, J. (2026). Embodied Word Learning in Schools and Sustained Attention in Virtual Reality. npj Science of Learning. https://doi.org/10.1038/s41539-025-00395-2

q3 · i2 · causal · r2

Independent t-test on combined VR and PC recall comparing SART median-split groups printed a medium effect: Cohen's d = 0.54 (t(71) = 2.31, p = 0.024).

"The low and high SART score groups also differed significantly in terms of overall word recall (VR and PC combined; t(71) = 2.31, p = 0.024, Cohen's d = 0.54)."

Discussion¶

Learner Variables¶

• Attention — moderator: an instructional effect differs with it

Related Claims¶

• Sustained attention, not learning condition, was the strongest predictor of children's word recall — related
• PC-based passive viewing yielded higher word recall than embodied VR assembly training in school-aged children — related
• VR behavioural measures (word gaze, assembly time, rotation) did not predict word learning outcomes — related