Learners with higher visuospatial ability outperform lower-visuospatial-ability learners on recognition and factual knowledge when learning fish movements in Desktop-VR¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i2medium
Currency · newest study 2024 · 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 i2 In Study 1, higher visuospatial ability was associated with higher performance on easy, medium, and difficult recognition and on factual knowledge. → Birgit Brucker 2024
Evidence¶
Birgit Brucker 2024¶
Birgit Brucker, Georg Pardi, Fabienne Uehlin, Laura Moosmann, Martin Lachmair, Marc Halfmann, Peter Gerjets. (2024). How Learners' Visuospatial Ability and Different Ways of Changing the Perspective Influence Learning About Movements in Desktop and Immersive Virtual Reality Environments. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09895-w
q3 · i2 · causal · r2
ANCOVAs in Study 1 (160 Prolific participants, between-subject interaction format, visuospatial ability as continuous factor, familiarity covariate) showed significant main effects of visuospatial ability, e.g. difficult recognition "F(1, 153) = 12.111" with "η2p = .073". Factual knowledge was also significant (F(1, 153) = 9.182, p = .003, η2p = .057).
"there was a significant main effect on all three difficulty levels of recognition performance (easy: F(1, 153) = 4.122, MSE = 740.494, p = .044, η2p = .026; medium: F(1, 153) = 4.299, MSE = 370.965, p = .040, η2p = .027; difficult: F(1, 153) = 12.111, MSE = 243.692, p < .001, η2p = .073)"
Discussion¶
Learner Variables¶
- Spatial Ability — predictor: learners who differ on it differ in outcomes
Related Claims¶
- In Desktop-VR, interaction format (object movement vs. camera movement vs. no interaction) showed no significant main effect on learning outcomes — related
- Visuospatial ability moderated the effect of interaction format on difficult recognition in Desktop-VR, with camera movement benefiting higher-ability learners — related
- Higher-visuospatial-ability learners experienced lower motion sickness in Desktop-VR, with a tendency for an interaction with format — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
vsa-main-effect-learning-desktop-vr |
title |
Learners with higher visuospatial ability outperform lower-visuospatial-ability learners on recognition and factual knowledge when learning fish movements in Desktop-VR |
description |
Learners with higher visuospatial ability outperform lower-visuospatial-ability learners on recognition and factual knowledge when learning fish movements in Desktop-VR |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — birgit-brucker-2024 |
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