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¶
Claim · All claims
Evidence · 1 study · causalr1·q2·i3large
Currency · newest study 2025 · 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.
q2 i3 Apprentices learning with the iVR game embedded in a hybrid teaching session showed significantly greater pre-to-post factual knowledge increases than the control group (ηp² = .295). → 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 · i3 · causal · r1
Repeated measures ANOVA in the authentic vocational school evaluation study (iVR n=14, control n=15, randomized). The interaction was significant, F(1, 27) = 11.28, p = .002, ηp2 = .295, with post hoc analyses showing factual knowledge scores "were higher for the iVR group".
"The analysis revealed a statistically significant interaction effect for time and condition (F(1, 27) = 11.28, p = .002, ηp2 = .295), indicating that increases in factual knowledge differed for the two groups."
Discussion¶
Related Claims¶
- The iVR-orchestrated lesson produced significantly stronger comprehension gains (troubleshooting procedure ordering) than the control group — related
- No difference in motivation between the iVR-orchestrated lesson and the student video design control group — related
- No difference in troubleshooting transfer (flashlight task) between the iVR and control groups — related
- The review reports that students learning with serious games often perform better on content knowledge assessments than those in traditional settings — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ivr-authentic-classroom-factual-knowledge-gains |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — p-spangenberger-2025 |
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