High-immersion VR produced a significantly higher sense of presence than video instruction, with a large effect size¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2026 · not yet checked against its sources · 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 i3 The VR group reported significantly higher sense of presence than the video group (eta squared of .36, large). → Kaplan-Rakowski 2026
Evidence¶
Kaplan-Rakowski 2026¶
Kaplan-Rakowski, R., Norton, S., & Wojdynski, T. (2026). The impact of high-immersion virtual reality on anatomy learning, enjoyment, presence, and cognitive load. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10676-1
q3 · i3 · causal · r2
MANCOVA in the same randomized experiment (N = 91) measuring presence with an adapted scale (Cronbach's alpha of .9). The VR group's mean (M = 3.13) exceeded the video group's (M = 2.48); the printed effect size was eta squared of .36, which the article calls large.
"The group using VR (M = 3.13, SD = .91) had a statistically significant (F (1,89) = 12.64, p ≤ .000) higher mean on the sense of presence compared to the group using video (M = 2.48, SD = .88). The calculated effect size, as expressed with eta squared of .36, was large."
Discussion¶
Related Claims¶
- High-immersion VR produced significantly higher enjoyment than video instruction, with a medium effect size — related
- Middle-school students taking a virtual field trip via a 3D HMD report higher presence than students taking the same trip as a 2D video — a narrower finding that bears on this claim
- Learning in immersive VR produces higher self-reported presence, agency, location, body ownership, and embodied learning than learning via a PC screen — related
- VR and video instruction groups reported comparable cognitive load in the anatomy lesson — related
- VR can replicate fieldwork in the physical sciences but loses embodied presence in Geography, and Geography teachers need discipline-specific capabilities in GIS, remote sensing and UAVs — reports the opposite
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by process:wiki-ingest on 2026-10-28 |
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