Knowledge transfer outcomes show the largest effect sizes of immersive procedural training (g = 1.80), while knowledge gain and retention effects are not significant¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i3 large
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Subgroup analysis by outcome type showed significant differences between groups, with knowledge transfer showing a large effect of g = 1.80, while effects for knowledge gain and retention were not significant. → Jongbloed 2024

Evidence¶

Jongbloed 2024¶

Jongbloed, J., Chaker, R., & Lavoué, E. (2024). Immersive procedural training in virtual reality: A systematic literature review. Computers & Education, 221, 105124. https://doi.org/10.1016/j.compedu.2024.105124

q3 · i3 · quant-synthesis · r2

Subgroup analysis of the same meta-analysis by learning-measure type (KG, KR, KT), with a significant test of group differences (chi2 = 8.75, p < 0.05). The review reports "a large ES of Hedge's g = 1.80" for transfer.

"Learning outcomes are most positive for knowledge transfer measures, with a large ES of Hedge's g = 1.80 (see Fig. 4). They are not significant for knowledge gain or knowledge retention. However, caution is warranted, as the knowledge transfer group includes only four studies."

Discussion¶

Related Claims¶

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• Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — related
• Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning — a broader claim this one bears on
• Immersive procedural training in VR shows a significant medium positive effect on learning outcomes compared to less immersive environments (Hedges' g = 0.58) — a broader claim this one bears on
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