IVR serious games produce better evacuation knowledge retention and transfer than traditional training approaches¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · checked against its sources 2026-10-29 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Participants trained by IVR SGs showed better knowledge retention one week after training than participants trained with traditional approaches. → Zhenan Feng 2018 q2 i? IVR SGs produced better knowledge transfer than traditional approaches in earthquake self-protection and airplane spatial-knowledge training. → Zhenan Feng 2018 (2)

Evidence¶

Zhenan Feng 2018¶

Zhenan Feng, Vicente A. González, Robert Amor, Ruggiero Lovreglio, Guillermo Cabrera-Guerrero. (2018). Immersive Virtual Reality Serious Games for Evacuation Training and Research: A Systematic Literature Review. https://doi.org/10.1016/j.compedu.2018.09.002

q2 · i? · review · r2

The review reports that two of the 15 eligible studies (Chittaro & Buttussi, 2015; Li et al., 2017) ran second-round tests one week after training, applying the same measures as the first tests, and "participants that received training by IVR SGs had better performance in terms of knowledge retention". No effect sizes are printed.

"Both studies showed that in the context of evacuation training, participants that received training by IVR SGs had better performance in terms of knowledge retention compared to those that were trained using traditional approaches."

Zhenan Feng 2018 (2)¶

Zhenan Feng, Vicente A. González, Robert Amor, Ruggiero Lovreglio, Guillermo Cabrera-Guerrero. (2018). Immersive Virtual Reality Serious Games for Evacuation Training and Research: A Systematic Literature Review. https://doi.org/10.1016/j.compedu.2018.09.002

q2 · i? · review · r2

The review summarizes two eligible studies: Li et al. (2017) on earthquake self-protection, where participants trained by IVR SG "performed better than those trained by safety videos or manuals in terms of hazard awareness and avoidance", and Burigat and Chittaro (2016) on airplane spatial knowledge versus safety cards.

"Li et al. (2017) and Burigat and Chittaro (2016) found IVR SGs could produce better knowledge transfer than traditional approaches."

Discussion¶

Related Claims¶

• A review reports that IVR serious-game training gave better airplane-evacuation spatial knowledge than safety cards in one study, and that in a separate spacecraft-evacuation study the body orientation used in training shaped which spatial skills were learned — related
• 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
• 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
• Increased perceptual fidelity fails to reliably improve serious game learning outcomes (the fidelity fallacy) — reports the opposite
• 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
• IVR serious games validate evacuation facility designs, with participants preferring green and white flashing exit-portal lights — related
• IVR serious games show that other evacuees strongly influence participants' evacuation behavior — related
• A serious virtual world class does not produce statistically significant differences in learning effectiveness compared with a traditional class of identical learning objectives and contents — reports the opposite