Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development
Training using virtual reality has been applied in many fields of education, but primarily in the fields of health and safety, engineering and technical education, and general education. Numerous studies assessing the use of immersive training in education have yielded promising results in educa...
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World Bank, Washington, DC
2021
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| Online Access: | http://documents.worldbank.org/curated/en/204701616091079027/Meta-Analysis-Assessing-the-Effects-of-Virtual-Reality-Training-on-Student-Learning-and-Skills-Development http://hdl.handle.net/10986/35299 |
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okr-10986-352992022-09-20T00:08:38Z Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development Angel-Urdinola, Diego F. Castillo-Castro, Catalina Hoyos, Angela VIRTUAL REALITY STUDENT LEARNING SKILLS DEVELOPMENT LEARNING Training using virtual reality has been applied in many fields of education, but primarily in the fields of health and safety, engineering and technical education, and general education. Numerous studies assessing the use of immersive training in education have yielded promising results in educational outcomes, but there is not yet in the literature a systematic analysis of the effects of virtual reality training on student learning. This paper presents a meta-analysis of the results of available studies that assess virtual reality training’s impact on student learning and skills development, and which rely on robust evaluation methods. The study’s primary purpose is to identify the extent to which immersive training can successfully develop students’ skills across different fields of education and the size of the effects encountered. The analysis presented here relies on 31 primary studies and more than 90 experiments. The results indicate that, on average, virtual reality training is more effective than traditional training in developing technical, practical, and socio-emotional skills. The results are particularly promising in fields related to health and safety, engineering, and technical education. The results also indicate that students who are exposed to virtual reality training are more efficient in using inputs and time and/or avoiding performance errors than students receiving traditional training. 2021-03-25T13:32:25Z 2021-03-25T13:32:25Z 2021-03 Working Paper http://documents.worldbank.org/curated/en/204701616091079027/Meta-Analysis-Assessing-the-Effects-of-Virtual-Reality-Training-on-Student-Learning-and-Skills-Development http://hdl.handle.net/10986/35299 English Policy Research Working Paper;No. 9587 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
VIRTUAL REALITY STUDENT LEARNING SKILLS DEVELOPMENT LEARNING |
| spellingShingle |
VIRTUAL REALITY STUDENT LEARNING SKILLS DEVELOPMENT LEARNING Angel-Urdinola, Diego F. Castillo-Castro, Catalina Hoyos, Angela Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development |
| relation |
Policy Research Working Paper;No. 9587 |
| description |
Training using virtual reality has been applied in many fields
of education, but primarily in the fields of health and safety,
engineering and technical education, and general education.
Numerous studies assessing the use of immersive training
in education have yielded promising results in educational
outcomes, but there is not yet in the literature a systematic
analysis of the effects of virtual reality training on student
learning. This paper presents a meta-analysis of the results of
available studies that assess virtual reality training’s impact
on student learning and skills development, and which rely
on robust evaluation methods. The study’s primary purpose
is to identify the extent to which immersive training can
successfully develop students’ skills across different fields of
education and the size of the effects encountered. The analysis
presented here relies on 31 primary studies and more
than 90 experiments. The results indicate that, on average,
virtual reality training is more effective than traditional
training in developing technical, practical, and socio-emotional
skills. The results are particularly promising in fields
related to health and safety, engineering, and technical
education. The results also indicate that students who are
exposed to virtual reality training are more efficient in using
inputs and time and/or avoiding performance errors than
students receiving traditional training. |
| format |
Working Paper |
| author |
Angel-Urdinola, Diego F. Castillo-Castro, Catalina Hoyos, Angela |
| author_facet |
Angel-Urdinola, Diego F. Castillo-Castro, Catalina Hoyos, Angela |
| author_sort |
Angel-Urdinola, Diego F. |
| title |
Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development |
| title_short |
Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development |
| title_full |
Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development |
| title_fullStr |
Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development |
| title_full_unstemmed |
Meta-Analysis Assessing the Effects of Virtual Reality Training on Student Learning and Skills Development |
| title_sort |
meta-analysis assessing the effects of virtual reality training on student learning and skills development |
| publisher |
World Bank, Washington, DC |
| publishDate |
2021 |
| url |
http://documents.worldbank.org/curated/en/204701616091079027/Meta-Analysis-Assessing-the-Effects-of-Virtual-Reality-Training-on-Student-Learning-and-Skills-Development http://hdl.handle.net/10986/35299 |
| _version_ |
1764482744348311552 |