Neither the VR application nor the traditional lesson produced a significant positive change in pro-environmental attitudes¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither condition showed a positive effect on any of the three attitude measures (attitude, Green Scale, USS). → Mulders 2025

Evidence¶

Mulders 2025¶

Mulders, M., Träg, K. H., & Kirner, L. (2025). Go green: evaluating an XR application on biodiversity in German secondary school classrooms. Instructional Science. https://doi.org/10.1007/s11251-024-09697-1

q3 · i? · causal · r1

Dependent-samples t-tests (Holm-Bonferroni corrected) on three attitude scales in both conditions; Table 7 reports only small, non-significant effects (e.g., VR attitude d = 0.09, p = 0.880). Hypothesis 3a was rejected.

"When observing the test conditions alone, neither the VR application nor the traditional lesson showed a positive effect on any of the attitude measures we employed"

Discussion¶

Related Claims¶

• The VR application did not increase students' interest in biodiversity, and only the academic-track control group showed a significant interest increase
• Both a VR application and a traditional lesson increased students' self-appraised knowledge about the Amazon rainforest and biodiversity
• School type significantly predicted change in environmental-protection attitudes, with academic-track students changing more than combined-school students — related
• Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model — related