Incorporate theoretically based pedagogical elements (e.g., enactment, generative learning strategies) into IVR procedural training¶

Strategy · All strategies
Evidence · 6 claims (6 for) · 2 studies (1 quant-synthesis, 1 theoretical), q2 · 1 of 2 report an effect size · 6 claims rest on one study

Description¶

Based on its findings, the review recommends that the effects of IVR on learning "may be enhanced by incorporating theoretically based pedagogical elements that reinforce the technological affordances of the medium", citing value-added studies using generative learning strategies such as learning-by-teaching and physical enactment. It also highlights avoiding 'getting good at the game' effects by measuring transfer outside the training environment.

Design Implications¶

Context¶

Requirements¶

• Pedagogical elements must be grounded in learning theory (e.g., generative learning strategies) and reinforce the medium's affordances

Constraints¶

• The review notes difficulty untangling the separate effects of media and method, and that pedagogical methods are often difficult to uncover from limited study descriptions

Target Learners¶

• Trainees in IVR procedural training across domains such as medicine, engineering, and emergency response

Target Learning Goals¶

• Knowledge gain, retention, and transfer of procedures

Claims¶

• Value-added studies combining IVR with generative learning strategies (learning-by-teaching, enactment) found particular benefits, suggesting theoretically driven design elements maximize the medium's affordances [+W]
• Only half of reviewed IVR procedural-training studies framed their application with an explicit learning theory, and only two used IVR-specific theories (CTML or CAMIL) [+W]
• Knowledge transfer outcomes show the largest effect sizes of immersive procedural training (g = 1.80), while knowledge gain and retention effects are not significant [+W]
• Immersive procedural training in VR shows a significant medium positive effect on learning outcomes compared to less immersive environments (Hedges' g = 0.58) [+W]
• Prior general meta-analyses of IVR learning found small positive effects (g = 0.24 and g = 0.38), supporting the hypothesis that procedural skills respond particularly well to IVR [+W]
• Immersive lessons show a small effect size advantage over less immersive technology, but increased presence does not necessarily lead to more learning [+W]

Related Strategies¶

• Incorporate VR-based simulation training into spine surgery residency curricula as an adjunct to traditional methods
• Incorporate multimedia elements and learner autonomy into e‐learning design for ENT education

Examples¶

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Key Sources¶

• Jongbloed, J., Chaker, R., & Lavoué, E. (2024). Immersive procedural training in virtual reality: A systematic literature review. Computers & Education, 221, 105124. https://doi.org/10.1016/j.compedu.2024.105124