The Impact of Virtual Reality on Post-Compulsory Students’ Learning Outcomes: A Review with Meta-Analysis
Bazhenova E.D. Ozenbayev M.R. Janabayev K.T. Kurakbayeva A.Z. Sochin S.A. Galiyeva G.B.
2022International Association of Online Engineering
International Journal of Emerging Technologies in Learning
2022#17Issue 16209 - 221 pp.
Virtual reality provides learners with an opportunity to run through situations that could not be accessed in the real world, which makes this technology an attractive alternative or a supplement to conventional instruction. This integrative review sought to bring together the impacts of immersive interventions on post-compulsory student learning performance. Nine empirical studies resulted from the screening process on the basis of eligibility criteria. Overall, there was a low to moderate mean effect size using a randomeffects model (Hedge’s g = 0.31 [-0.27, 0.90], p = 0.218) for the application of high-immersion activities to education. As in previous reviews on the topic, considerable variance in the effect sizes was detected, thus precluding conclusive statements on the effectiveness of virtual educational simulations for accelerating learning outcomes in post-secondary settings. Some implications of the analysis for the educational practice are provided
Immersion , Learning performance , Meta-analysis , Simulation
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Zhetysu University named after I. Zhansugurov, Taldykorgan, Kazakhstan
Zhetysu University named after I. Zhansugurov
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026