Immersive VR simulation increased self-efficacy and intrinsic motivation more than a conventional safety manual in laboratory safety training¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Makransky et al. (2019) found the immersive VR simulation increased self-efficacy and intrinsic motivation more than the conventional safety manual. → Törmänen 2025

Evidence¶

Törmänen 2025¶

Törmänen, T., Ketonen, E., Lehtoaho, E., Turunen, M., Zabolotna, K., Shubina, T., & Järvenoja, H. (2025). Situational Motivation in Academic Learning: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10036-0

q2 · i? · review · r2

The review reports, citing Makransky et al. (2019), a comparison of three learning environments for laboratory safety training — immersive VR, desktop VR, and a conventional safety manual — in which "the immersive VR simulation increased self‐efficacy and intrinsic motivation more than the conventional safety manual."

"They found that the immersive VR simulation increased self‐efficacy and intrinsic motivation more than the conventional safety manual."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Review syntheses: VR/AR most often improved academic achievement and motivation, but sometimes performed no better than conventional technologies — a broader claim this one bears on
• Immersive technologies such as virtual reality should reinforce, not substitute, the original educational action — a broader claim this one bears on
• No significant differences between VR-based and conventional training in operational understanding, technical skills, or system usability — related
• Increased perceptual fidelity fails to reliably improve serious game learning outcomes (the fidelity fallacy) — related
• Conventional training received significantly higher ratings for perceived realism and immersion than VR-based training (r=0.774) — reports the opposite
• VR-based training received significantly higher ratings for medical safety awareness and radiation protection than conventional training (r=0.856) — related
• All participants reported higher teaching self-efficacy after the teaching-simulation training — related
• In a piloted virtual reality WIL, most students reported improved crisis-problem-solving understanding and high enjoyment — related
• VR improved movement-based transfer test performance versus reading in security training, while learning in VR without the possibility to act was detrimental — related
• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — 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
• Mental simulation training increased children's reading motivation in both grades, while control-group motivation showed no significant change — related
• Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning — related