Intelligent Extended Reality interventions in VET show consistent positive effects on procedural competence, practical skills, and learner motivation¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across the reviewed studies, intelligent extended reality applications consistently showed positive effects on procedural competence, practical skills, and learner motivation in vocational contexts. → Deutscher 2026

Evidence¶

Deutscher 2026¶

Deutscher, V., Thomann, H., Zlatkin-Troitschanskaia, O., Weyland, U., Abele, S., Danek, A. H., Greiff, S., Rausch, A., Seeber, S., Seifried, J., & Winther, E. (2026). Artificial intelligence in vocational education and training: A systematic review of educational purposes, theoretical conceptualizations, and empirical effectiveness. Computers and Education: Artificial Intelligence 11 (2026) 100628. https://doi.org/10.1016/j.caeai.2026.100628

q2 · i? · review · r2

The review's synthesis of the 26 included VET studies reports that "Intelligent Extended Reality shows consistent positive effects on procedural competence, practical skills, and learner motivation". No pooled effect sizes were computed; the review states a quantitative meta-analysis was not feasible given intervention heterogeneity.

"Intelligent Extended Reality shows consistent positive effects on procedural competence, practical skills, and learner motivation; Intelligent Tutoring Systems foster declarative and procedural knowledge;"

Discussion¶

Related Claims¶

• Simulation Based Education Improves Outcomes — the general claim this finding bears on, with the studies behind it
• AI chatbots in VET show promising effects on self-regulation and task performance — related
• Intelligent Tutoring Systems in VET foster declarative and procedural knowledge — related
• The empirical evidence base on AI in VET is methodologically constrained, with only five randomized experimental studies among 26 included studies — a broader claim this one bears on
• AI in VET is predominantly implemented through behaviorist or cognitively oriented instructional designs emphasizing drill-and-practice and adaptive feedback, while approaches fostering learner agency and critical reflection remain underrepresented — related
• AI-supported adaptive systems are reported to enhance adult learner engagement, motivation, and outcomes when aligned with learner goals and prior knowledge — related