VR (non-guided exploration) did not differ significantly from Non VR for either assimilator or accommodator learners¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2005 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · 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? For assimilator learners the non-guided VR vs Non VR comparison was not significant (p of 0.503); for accommodator learners it was also not significant (p of 0.542). → Chwen Jen Chen 2005
Evidence¶
Chwen Jen Chen 2005¶
Chwen Jen Chen, Seong Chong Toh, & Wan Mohd Fauzy Wan Ismail. (2005). Are Learning Styles Relevant To Virtual Reality? Journal of Research on Technology in Education, 38(2). https://eric.ed.gov/?id=EJ728898 doi:10.1080/15391523.2005.10782453
q3 · i? · causal · r2
Post-hoc pairwise comparisons with Holm's sequential Bonferroni following the significant one-way ANCOVAs. The corresponding accommodator comparison "was not significant (p of 0.542 is not less than 0.05)"; adjusted mean differences were 2.352 (assimilators) and 2.197 (accommodators). No effect sizes are printed.
"The comparison between the assimilator learners of the Non VR mode and the assimilator learners of the VR (non-guided exploration) mode was not significant (p of 0.503 is not less than 0.05)."
Discussion¶
Related Claims¶
- Increased perceptual fidelity fails to reliably improve serious game learning outcomes (the fidelity fallacy) — the general claim this finding bears on, with the studies behind it
- Accommodator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes — related
- Assimilator learners gained significantly more in the VR (guided exploration) mode than in VR (non-guided exploration) or Non VR modes — related
- In the VR (guided exploration) mode, assimilator and accommodator learners did not differ significantly in gain score — related
- No significant interaction between learning mode and learning style on gain scores, while the learning-mode main effect was significant — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
non-guided-vr-no-better-than-non-vr |
title |
VR (non-guided exploration) did not differ significantly from Non VR for either assimilator or accommodator learners |
description |
VR (non-guided exploration) did not differ significantly from Non VR for either assimilator or accommodator learners |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2005 |
source_checked |
2026-10-17 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — chwen-jen-chen-2005 |
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