Video review enhances practical skill performance in both modalities and eliminates the hands-on versus virtual simulation difference¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 ANCOVA revealed significant main effects of operation type (ηp2 = 0.070) and video review (ηp2 = 0.120) on learning performance, plus a significant interaction effect (ηp2 = 0.047). → Zhanyong Qi 2026 q3 i? With video review provided, no significant difference in skill performance was detected between hands-on activity and virtual simulation. → Zhanyong Qi 2026 (2)

Evidence¶

Zhanyong Qi 2026¶

Zhanyong Qi, Jiayi Wang, Yue Du, Xinyue Zhang. (2026). The effect of blended learning approaches on vocational school students' practical skills performance and learning behaviors: virtual simulations or hands-on activities while accessing instructional videos. Instructional Science. https://doi.org/10.1007/s11251-026-09793-4

q3 · i2 · causal · r2

ANCOVA of the 2x2 experiment (n = 130, pre-test covariate) on post-test skill performance: video review main effect F(1,125) = 17.1, ηp2 = 0.120; operation type ηp2 = 0.070; interaction ηp2 = 0.047, all significant.

"ANCOV A revealed significant main effects on both types of operation ( F [1, 125] = 9.36, p = 0.003, ηp2 = 0.070) and video reviewing (F [1, 125] = 17.1, p < 0.001, ηp2 = 0.120) on learning performance, along with a significant interaction effect (F [1, 125] = 6.18, p = 0.014, ηp2 = 0.047)."

Zhanyong Qi 2026 (2)¶

Zhanyong Qi, Jiayi Wang, Yue Du, Xinyue Zhang. (2026). The effect of blended learning approaches on vocational school students' practical skills performance and learning behaviors: virtual simulations or hands-on activities while accessing instructional videos. Instructional Science. https://doi.org/10.1007/s11251-026-09793-4

q3 · i? · causal · r2

Follow-up pairwise analysis of the same ANCOVA: the modality difference was significant only "in the absence of video review"; the article reports no significant difference when video reviewing was provided, and equivalence was not tested.

"Additional analysis indicated that, in the absence of video review, the hands-on activity group demonstrated superior performance in detecting circuit faults compared to the virtual simulation group (MD = 2.42, P < 0.001; see Fig. 6)."

Discussion¶

Related Claims¶

• Without video review, hands-on activities enhance vocational students' practical skill performance more effectively than virtual simulations — reports the opposite
• Video review raises learning interest under virtual simulation but not under hands-on activity — related
• Video review produces more structured reflective behavior patterns, with modality-specific video interaction sequences — related
• Video review scaffolds self-regulated learning, and hands-on activity groups show greater self-regulation than virtual simulation groups — related
• In the few trials comparing them, virtual patients showed no significant knowledge differences versus other digital education, and skills differences in only one of three studies — related
• Hands-on activity groups show fewer erroneous operations than correct ones, and hands-on with video review students use video more than virtual simulation peers — related
• Peer-expert modeling videos interspersed with instructional guidance produce significant medium-to-large positive effects on IPS performance compared to practice-only groups — related