VR and conventional teaching produce equivalent medium-term learning success after one month¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2019 · 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.
q2 i? Between Test 1 and Test 3 (one month later), the difference between the experimental and control groups was 0.19 points with statistical significance of 64.71%, so the methods do not differ at medium term. → Thomas Keller 2019
Evidence¶
Thomas Keller 2019¶
Thomas Keller, Fabian Hagen and Elke Brucker-Kley. (2019). A FIELD STUDY ABOUT THE IMPACT OF A VR LEARNING UNIT. 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019). https://doi.org/10.33965/celda2019_201911L038
q2 · i? · causal · r1
Field experiment, Test 1 to Test 3 comparison one month after the unit. Experimental group averaged 0.64 points (8.88%) and control group 0.45 points (6.40%) medium-term learning success; the difference was not statistically significant.
"Similar observations can be made for the average learning outcomes between Test 1 an d Test 3. There it is a difference of 0.19 points with a statistical significance of 64.71%."
Discussion¶
Learner Variables¶
- Measurement — outcome: instruction changes it
Related Claims¶
- VR and conventional teaching produce equivalent short-term learning success in a quasi-randomized field experiment — related
- Technology-enhanced simulation may result in superior retention of clinical knowledge and skills compared to traditional teaching methods alone, with durable retention for months to years — reports the opposite
- 3D virtual-reality lecture was statistically non-inferior to 2D lecture on knowledge and rated better on spatial understanding and enjoyment (Kockro et al.) — related
- Immersive VR simulation is noninferior to live simulation for developing teamwork and communication skills — related
- VR learning units do not per se lead to better learning success; quality and design of the unit are decisive — a broader claim this one bears on
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