[1]王 雪,徐文文,高泽红,等.虚拟现实技术的教学应用能提升学习效果吗?——基于教学设计视角的38项实验和准实验的元分析[J].远程教育杂志,2019,(06):061-71.
 Wang Xue,Xu Wenwen,Gao Zehong,et al.Can Virtual Reality Technology Improve Learning Effect?:A Meta-analysis of 38 Experiments and Quasi-experiments based on the Perspective of Instructional Design[J].Distance Education Journal,2019,(06):061-71.
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虚拟现实技术的教学应用能提升学习效果吗?——基于教学设计视角的38项实验和准实验的元分析()
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《远程教育杂志》[ISSN:1006-6977/CN:61-1281/TN]

卷:
期数:
2019年06期
页码:
061-71
栏目:
学习新论
出版日期:
2019-11-08

文章信息/Info

Title:
Can Virtual Reality Technology Improve Learning Effect?:A Meta-analysis of 38 Experiments and Quasi-experiments based on the Perspective of Instructional Design
作者:
王 雪; 徐文文; 高泽红; 王志军
天津师范大学 教育学部,天津 300387
Author(s):
Wang Xue; Xu Wenwen; Gao Zehong; Wang Zhijun
Faculty of Education, Tianjin Normal University, Tianjin 300387
关键词:
虚拟现实教学设计元分析学习效果
Keywords:
Virtual Reality Instructional Design Meta-analysis Learning Effect
分类号:
G420
文献标志码:
A
摘要:
虚拟现实(VR)技术在教育教学中的应用越来越广泛,但对于VR技术运用于教学中能否有效提升学习效果,以及VR技术如何运用才能取得更好的教学效果,其结论不甚相同。鉴于此,本论文采用元分析方法并结合教学系统设计的基本要素,对国内外38篇相关实证研究文献进行了定量分析。结果表明:VR对整体学习效果产生了中等程度的正向影响(合并效应值为0.450);学习者特征层面,VR对不同学段学习效果的影响存在显著差异,对中学生学习效果的影响最为显著,对小学生学习效果的影响次之,对大学生学习效果的影响最弱;学习环境层面,VR对教师参与与否条件下学习效果的影响存在显著差异,在没有教师参与时,VR对学习效果的促进作用更为突出;VR对不同反馈形式下的学习效果影响存在显著差异,视觉线索相对最差,详细解释在陈述性知识学习任务中效果最优,正误反馈在程序性知识学习任务中效果最优;在教学设计的其它要素层面(教学目标、教学形式、教学评价),VR对学习效果均有中等程度的提升,各组间不存在显著性差异。基于以上结果提出四条针对性建议,期望可以为基于VR技术的教学设计和应用提供一定的参考和借鉴。
Abstract:
Virtual reality (VR) technology is more and more widely used in education. However, the conclusions are inconsistent about whether VR can effectively improve the learning effect and how VR can be used in education. Therefore, the study used meta-analysis methods to do a quantitative analysis of 38 relevant empirical research literatures based on the elements of instructional system design. The results show that VR has a moderate positive impact on the overall learning effect (effect size is 0.450). At the level of learners’ characteristics, there is a significant difference in the impact of VR on learning effect in different school sections. The impact of VR on the learning effect of middle school students is the most prominent, the impact of VR on it of primary school students is the middle, and the impact of VR on it of college students is the weakest. At the level of learning environment, there is a significant difference in the impact of VR on learning outcomes in the condition of teacher participating or not. When there was no teacher participating, VR improved learning effect more prominently. There is a significant difference in the impact of VR on learning outcomes in the condition of different feedback types. The visual cues were the worst, the detailed explanation was the best in the declarative knowledge learning task, and the positive and false feedback was the best in the procedural knowledge learning task. At other levels of instructional design (teaching objective, teaching strategy and teaching evaluation), VR has a moderate improvement in learning effect, and there are no significant differences between the groups. Based on the above results, four suggestions are proposed, which can provide some reference for the teaching design and application based on VR technology.

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备注/Memo

备注/Memo:
基金项目:本文系2019年度教育部人文社会科学研究青年基金项目“数字教育资源优化设计智能支持系统的构建理论与实践研究”(项目编号:19YJC880090)的研究成果。
更新日期/Last Update: 1900-01-01