VR and conventional teaching produce equivalent short-term learning success in a quasi-randomized field experiment¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The experimental (VR) and control (regular) groups showed no statistically significant difference in learning success between Test 1 and Test 2 (difference 0.08 points, statistical significance 58.24%). → 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 with four secondary-school classes (quasi-randomized by class distribution), 67 subjects in the final analysis. The experimental group gained 1.38 points (19.14%) and the control group 1.30 points (18.49%) between Test 1 and Test 2; "the two teaching methods do not differ."

"If the average learning outcomes of the subjects in the experimental and control groups are compared, the difference between Test 1 and Test 2 is 0.08 points. The statistical significance is 58.24%, which means that the two teaching methods do not differ."

Discussion¶

Learner Variables¶

• Measurement — outcome: instruction changes it

Related Claims¶

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• 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