PC-based passive viewing yielded higher word recall than embodied VR assembly training in school-aged children¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Overall, recall scores were significantly higher after PC training than VR training (partial η² = 0.06). → Rudling 2026

Evidence¶

Rudling 2026¶

Rudling, M., Rumetshofer, T., Nirme, J. & Mårtensson, J. (2026). Embodied Word Learning in Schools and Sustained Attention in Virtual Reality. npj Science of Learning. https://doi.org/10.1038/s41539-025-00395-2

q3 · i2 · causal · r2

Repeated measures ANOVA in a crossover study of 73 Swedish middle-school children learning 108 novel words. The condition effect was significant with partial η² = 0.06: "the PC learning condition gave significantly higher recall scores" (mean difference 0.44, SE = 0.21).

"There was a significant effect of learning conditions on the recall score (F(1,69) = 4.36, p = 0.041, partial 2 = 0.06), where the PC learning condition gave significantly higher recall scores (mean difference 0.44, SE = 0.21; Figure 1)."

Discussion¶

Related Claims¶

• The PC-over-VR recall difference was significant only for children with higher sustained attention — related
• VR behavioural measures (word gaze, assembly time, rotation) did not predict word learning outcomes — related
• Sustained attention, not learning condition, was the strongest predictor of children's word recall — related
• Experimental groups differed significantly on prior VR experience and gender composition, which were used as covariates — related
• Neither immersion nor interactivity produced significant effects on transfer measures — related