VR improved movement-based transfer test performance versus reading in security training, while learning in VR without the possibility to act was detrimental¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2024 · checked against its sources 2026-10-21 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Makransky et al. (2019) found VR improved performance on movement-based transfer tests in security training compared to reading about security procedures, with positive effects on more tests than desktop VR. → Alexander Skulmowski 2024 q2 i? Johnson-Glenberg et al. (2021) found that inappropriate use of movement can harm learning: passive design suits desktop computers, but learning in VR without the possibility to act with the environment is detrimental. → Alexander Skulmowski 2024 (2)

Evidence¶

Alexander Skulmowski 2024¶

Alexander Skulmowski. (2024). Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09869-y

q2 · i? · review · r3

The review describes a security-training study comparing VR, desktop VR, and reading. VR improved movement-based transfer test performance over reading and showed positive effects on more tests than desktop VR. No effect sizes are printed.

"VR improved participants' performance in movement-based transfer tests in a security training setting compared to reading about security procedures. In that study, VR resulted in positive effects on more tests than the "desktop VR" version using a regular computer and screen."

Alexander Skulmowski 2024 (2)¶

Alexander Skulmowski. (2024). Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09869-y

q2 · i? · review · r2

The review reports a VR learning study by Johnson-Glenberg et al. (2021) showing that inappropriate use of movement can harm learning: passive designs suit desktop computers, but actionless VR learning is detrimental. No effect size is printed.

"Their study indicates that a passive design can be appropriate for the use on desktop computers, but learning in VR without having the possibility to act with the environment is detrimental."

Discussion¶

Related Claims¶

• Immersive VR simulation increased self-efficacy and intrinsic motivation more than a conventional safety manual in laboratory safety training — related
• Review syntheses: VR/AR most often improved academic achievement and motivation, but sometimes performed no better than conventional technologies — a broader claim this one bears on
• Immersive technologies such as virtual reality should reinforce, not substitute, the original educational action — related
• Immersion principle: people do not necessarily learn better in 3D immersive virtual reality than with a corresponding 2D desktop presentation (d = -0.10 across 9 tests) — related
• In Desktop-VR, interaction format (object movement vs. camera movement vs. no interaction) showed no significant main effect on learning outcomes — related
• Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning — related