In the VR (guided exploration) mode, assimilator and accommodator learners did not differ significantly in gain score¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2005 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · 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 i1 The adjusted mean difference of 5.714 between assimilator and accommodator learners in the guided VR mode was not significant (η² = .032); equivalence was not tested. → Chwen Jen Chen 2005

Evidence¶

Chwen Jen Chen 2005¶

Chwen Jen Chen, Seong Chong Toh, & Wan Mohd Fauzy Wan Ismail. (2005). Are Learning Styles Relevant To Virtual Reality? Journal of Research on Technology in Education, 38(2). https://eric.ed.gov/?id=EJ728898 doi:10.1080/15391523.2005.10782453

q3 · i1 · η² = .032, not significant · causal · r2

One-way ANCOVA within the VR (guided exploration) mode comparing learning styles with pre-test as covariate. The adjusted mean was 31.198 for assimilators and 25.484 for accommodators; "The adjusted mean diﬀerence of 5.714 was not signiﬁcant." Table 6 gives F(1, 59) = 1.977, p = .165, η² = .032 for the learning-style effect.

"After adjusting for the pre-test scores, it was found that there was no signiﬁcant diﬀerence between the assimilator learners and the accommodator learners on the gain scores, F(1, 59) = 0.165, p = 0.165."

The article's prose prints 0.165 for both F and p; its Table 6 gives F = 1.977, p = 0.165, so the F in the quoted sentence is a misprint in the source.

Discussion¶

Learner Variables¶

Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Learning Styles Matching Does Not Improve Learning — the general claim this finding bears on, with the studies behind it
Accommodator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes — related
Assimilator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes — related
No significant interaction between learning mode and learning style on gain scores, while the learning-mode main effect was significant — related
VR (non-guided exploration) did not differ significantly from Non VR for either assimilator or accommodator learners — related

Page metadata

Field	Value
`type`	`claim`
`id`	`guided-vr-no-learning-style-difference`
`title`	`In the VR (guided exploration) mode, assimilator and accommodator learners did not differ significantly in gain score`
`description`	`In the VR (guided exploration) mode, assimilator and accommodator learners did not differ significantly in gain score`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2005`
`source_checked`	`2026-10-19`
`generated`	by `process:wiki-ingest` on `2026-10-07`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `chwen-jen-chen-2005`

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