In a piloted virtual reality WIL, most students reported improved crisis-problem-solving understanding and high enjoyment¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2017 · 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? In Godat et al.'s (2007) pilot of a desktop/screen-based 3D virtual reality for crisis management, 62% of small-group students versus 59% of the large group agreed VR increased their understanding of solving crisis-type problems, and 80% agreed or strongly agreed they enjoyed participating. → Schuster 2017
Evidence¶
Schuster 2017¶
Schuster, Lisa & Glavas, Charmaine (2017). Exploring the dimensions of electronic work integrated learning (eWIL). Educational Research Review, 21, pp. 55-66. https://doi.org/10.1016/j.edurev.2017.04.001
q2 · i? · review · r2
The review reports, citing Godat et al. (2007), a pilot study using survey, video analysis, interaction coding and focus groups in a virtual corporation crisis environment; students also reported learning decision-making (57%), risk-taking (64%) and problem-solving (62%) skills.
"An overall mean value of 62% for small groups compared to 59% for the MGB210 GP (large group) of students agreeing that VR increased their understanding in solving crisis-type problems"
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
Related Claims¶
- Immersive VR simulation increased self-efficacy and intrinsic motivation more than a conventional safety manual in laboratory safety training — related
- VR/AR implementation challenges fall on three fronts: learner distraction and discomfort, teacher classroom-management and design burdens, and school cost and infrastructure limits — related
- Immersion in virtual reality adds extraneous load yet can boost transfer, enjoyment, and motivation while leaving retention unaffected — 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
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vr-wil-crisis-pilot-outcomes |
title |
In a piloted virtual reality WIL, most students reported improved crisis-problem-solving understanding and high enjoyment |
description |
In a piloted virtual reality WIL, most students reported improved crisis-problem-solving understanding and high enjoyment |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — schuster-2017 |
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