Value-added studies combining IVR with generative learning strategies (learning-by-teaching, enactment) found particular benefits, suggesting theoretically driven design elements maximize the medium's affordances¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? De Lorenzis et al. (2023) and Makransky et al. (2021) both found particular benefits for IVR combined with generative learning strategies. → Jongbloed 2024

Evidence¶

Jongbloed 2024¶

Jongbloed, J., Chaker, R., & Lavoué, E. (2024). Immersive procedural training in virtual reality: A systematic literature review. Computers & Education, 221, 105124. https://doi.org/10.1016/j.compedu.2024.105124

q2 · i? · quant-synthesis · r2

The review attributes this to two value-added studies it describes: De Lorenzis et al. (2023) with learning-by-teaching and Makransky et al. (2021) with enactment using physical props, both based on generative learning strategies.

"Both found particular benefits for IVR combined with these GLS, showing that the inclusion of theoretically driven design elements can maximize technological affordances."

Discussion¶

Related Claims¶

• Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning — a broader claim this one bears on
• Students learning with iVR reported higher motivation but the control group felt they retained and understood concepts better — related
• Undergraduate physiotherapy students who used iVR alongside traditional teaching scored higher on overall manual therapy performance one week later — related