Claims

Desktop VR with scaffolded interaction and reflective self-explanation increases self-efficacy compared to traditional instruction

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
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 i3 Students in the VR + self-explanation group reported higher confidence in their ability to understand and apply engineering concepts (d = 0.78). → Adurangba Victor Oje 2026

Evidence

Adurangba Victor Oje 2026

Adurangba Victor Oje, Nathaniel J. Hunsu. (2026). Desktop virtual reality with scaffolded interaction and reflective explanation: effects on cognitive, motivational, and learning outcomes in engineering education. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10722-y

q3 · i3 · causal · r2

Bayesian estimation using a t-distribution model with unequal variances compared self-efficacy between conditions. The VR + self-explanation group reported higher confidence ("β = 0.73 (95% CI [0.10, 1.35])") with a large effect size.

"For self-efficacy, the posterior estimate indicated a statistically credible difference, with β = 0.73 (95% CI [0.10, 1.35]) and a large effect size (d = 0.78). Students in the VR + self-explanation group reported higher confidence in their ability to understand and apply engineering concepts compared to those in the control group"

Discussion

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generated by process:wiki-ingest on 2026-10-28
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