Who benefits and who doesn't in virtual reality learning: An experimental study comparing two types of school

• Published in: Journal of computer assisted learning 2024-08, Vol.40 (4), p.1591-1604
• Main Authors: Šikl, Radovan, Brücknerová, Karla, Švedová, Hana, Děchtěrenko, Filip, Ugwitz, Pavel, Chmelík, Jiří, Pokorná, Hana, Juřík, Vojtěch
• Format: Article
• Language: English
• Subjects: Comparative Analysis; Computer Simulation; Context; Education; Educational objectives; Effectiveness; Evaluation; Evidence; immediate recollection and knowledge retention; Immersive virtual reality; Impact analysis; inequities in education; Knowledge management; Learning; media comparison research; secondary school; Students; Teaching methods; Technology assessment; Virtual Classrooms; Virtual environments; Virtual reality
• ISSN: 0266-4909; 1365-2729
• DOI: 10.1111/jcal.12973

Introduction Media comparison studies examining the effectiveness of immersive virtual reality in education have yielded inconclusive findings, leaving the question of its impact on learning compared to conventional media unanswered. To address this issue, our study employs a novel approach that combines media comparison with an investigation on the influence of broader educational context. Methods In the experiment, 262 students from two distinct types of lower secondary schools—comprehensive school and multi‐year gymnasium (a selective academic school)—participated. The students received a lesson on topography and contour line interpretation, using either an immersive virtual environment or a PowerPoint slideshow. A transfer test was carried out before, immediately after, and 1 month after the lesson to measure knowledge application. Results The impact of the media (immersive virtual reality vs. PowerPoint slideshow) on learning outcomes was found to be minimal, with no clear advantage of one over the other in any experimental condition. In contrast, a significant influence on learning gains was observed due to school type. Multi‐year gymnasium students consistently outperformed comprehensive school students in the pre‐test and demonstrated greater learning gains, regardless of the learning media. Conclusion The present study employs an innovative approach by integrating a comparative analysis of different media types with an investigation into the impact of learner characteristics. By including students from distinct types of schools, the study provides insights into the differential effects of immersive virtual reality in varied educational contexts. Lay Description What is already known about this topic Media comparison studies typically assess the effectiveness of immersive virtual reality as a learning medium in comparison to other instructional methods in education. The findings of these studies differ markedly. Numerous factors impact learning outcomes in an immersive virtual environment. What this paper adds Recommendation that research in the field should explore not only if but also when and how IVR learning is effective. Evidence that learning achievements may not be affected by the medium used. Evidence that the type of school can significantly influence learning gains. Evidence that cognitive dispositions, such as spatial abilities, can be another factor that influence learning outcomes. Implications for practice A technology‐centred approac