The iVR-orchestrated lesson produced significantly stronger comprehension gains (troubleshooting procedure ordering) than the control group¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Comprehension of the structural troubleshooting procedure increased significantly more in the iVR group than in the control group (ηp² = .139). → P. Spangenberger 2025

Evidence¶

P. Spangenberger 2025¶

P. Spangenberger, N. Matthes, F. Kapp, L. Kruse, J. L. Plass. (2025). Orchestrating iVR technology in an authentic classroom setting and its effects on factual knowledge, comprehension and transfer. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10409-2

q2 · i2 · causal · r2

Repeated measures ANOVA on troubleshooting comprehension (image-ordering test) in the same between-subject classroom study. The time × condition interaction was significant, F(1, 27) = 4.36, p = .046, ηp2 = .139; post hoc analyses showed comprehension scores "were higher for the iVR group".

"The analysis revealed a statistically significant interaction effect for time and condi-tion (F(1, 27) = 4.36, p = .046, ηp2 = .139), indicating that increases in comprehension differed for the two groups."

Discussion¶

Related Claims¶

• In an authentic vocational classroom setting, a lesson orchestrated around an iVR serious game produced significantly stronger factual knowledge gains than a student video design control group — related
• No difference in troubleshooting transfer (flashlight task) between the iVR and control groups — related
• No difference in motivation between the iVR-orchestrated lesson and the student video design control group — related