IVR knowledge benefits appear immediately post-intervention but attenuate at later follow-up¶
Claim · All claims
Evidence · 1 study · quant-synthesisr3·q3
Currency · newest study 2026 · 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.
q3 i? Immediate post-intervention assessment showed a significant positive effect (g = 0.39, 95% CI 0.03–0.74) whereas later follow-up showed no significant benefit (g = 0.19, 95% CI −0.35–0.72); subgroup difference not significant (p = 0.55). → Li Xia 2026
Evidence¶
Li Xia 2026¶
Li Xia, Hu Yanling, Peng Hanmei, Luo Shiqi, Yang Chunsong, Luo Biru, Wan Xingli, Li Yuan, Laredo-Aguilera Jose Alberto. (2026). Effects of Immersive Virtual Reality Simulation on Nursing Students’ Learning Outcomes: A Systematic Review and Meta‐Analysis. Journal of Nursing Management. https://doi.org/10.1155/jonm/4686851
q3 · i? · quant-synthesis · r3
Subgroup analysis of the knowledge-acquisition meta-analysis by assessment timing. Substantial heterogeneity persisted in both subgroups (I² = 73.6% immediate; I² = 74.4% later follow-up).
"When stratified by follow‐up timing, the immediate post‐intervention assessment showed a significant positive effect (Hedges’ g = 0.39, 95% CI: 0.03–0.74), whereas the later follow‐up assessment demonstrated no significant benefit (Hedges’ g = 0.19, 95% CI: −0.35–0.72)"
Discussion¶
Related Claims¶
- IVR simulation significantly improves nursing students' knowledge acquisition with a small-to-medium effect — a broader claim this one bears on
- IVR simulation significantly improves nursing students' self-efficacy but not satisfaction or confidence — related
- The immediate advantage of deep-processing prompts does not persist at a 5-month follow-up, with a Bayesian test confirming the null — related
- Metacognition intervention effects persist at follow-up (g = 0.29) in young children — related
- The RT propensity–learning relationship is strongest early in the class session and attenuates later — related
- Onsite training skill effects are larger at immediate post‐intervention than at follow‐up, while hybrid skill effects do not differ by assessment point — related
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