Both a VR application and a traditional lesson increased students' self-appraised knowledge about the Amazon rainforest and biodiversity¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q3 · i1–i2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Self-assessed knowledge of students in the VR condition increased from pretest to posttest with a small effect (d = 0.34). → Mulders 2025 q3 i2 Self-assessed knowledge of students in the control group also increased with a medium effect (d = 0.42). → Mulders 2025 (2)

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 · i1 · causal · r1

Directional t-test for dependent samples on pre/post questionnaires of 108 students in the VR condition. The article reports a small significant increase in self-appraised knowledge, "t(105) = 3.47; p = 0.004; d = 0.34".

"A t-test revealed that the VR application led to a higher self-appraisal of knowledge, t(105) = 3.47; p = 0.004; d = 0.34. This effect is considered small (Cohen, 1988) but supports hypothesis 1a."

Mulders 2025 (2)¶

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 · i2 · causal · r1

Same within-subject t-test design applied to the 64-student traditional-lesson control group, showing a significant increase in self-appraised knowledge with a printed effect size of d = 0.42, from "t(62) = 3.31; p = 0.007; d = 0.42".

"Self-assessed knowledge of participants in the control group increased as well, with another small effect, t(62) = 3.31; p = 0.007; d = 0.42."

Discussion¶

Related Claims¶

• Neither the VR application nor the traditional lesson produced a significant positive change in pro-environmental attitudes
• Test condition did not affect pre-post learning-outcome differences, but school type was a significant factor in the multivariate model
• The VR application did not increase students' interest in biodiversity, and only the academic-track control group showed a significant interest increase
• Knowledge-test scores correlated significantly with the self-assessed knowledge item at both pretest and posttest — related