混合现实(MR)能提高学习成效吗?——基于23项实验与准实验的元分析  

Can Mixed Reality(MR)Improve Learning Effectiveness?--A Meta-Analysis Based on 23 Experiments and Quasi-Experiments

作　　者：杨馨宇 黄斌[1] 向磊[1] Yang Xinyu;Huang Bin;Xiang Lei(School of Education,China West Normal University,Nanchong,Sichuan,China 637009)

机构地区：[1]西华师范大学教育学院,四川南充637009

出　　处：《数字教育》2024年第4期10-15,共6页Digital Education

基　　金：国家社会科学基金“十四五”规划2021年度教育学青年课题“构建区域创新实践共同体:中小学创客教师创新素养提升的路径与策略”(CCA210255);南充市社会科学研究“十四五”规划2021年度青年项目“扩展现实(XR)技术对学生学习效果的影响研究”(NC21C204)。

摘　　要：关于混合现实(MR)能否切实提高学习者的学习成效,以及如何运用才能取得理想的教学效果,学界尚未达成共识。鉴于此,本研究检索并筛选了近10年国内外23项相关(准)实验研究,对其进行了系统分析。结果表明:①从综合影响看,MR对学习成效具有中等偏上的积极影响;②从学段看,MR对小学及以下的影响最大,对中学的影响最小;③从学科看,MR对医学护理类的影响最为显著;④从教学方法看,MR结合讲授法能大幅提高学习成效;⑤从教学目标看,MR对知识类和技能类教学目标的学习成效也产生了中等偏上的积极影响。There is no consensus on whether Mixed Reality(MR)can effectively improve learners’learning effectiveness and how it can be utilized to achieve ideal teaching results.In view of this,this paper searches,screens and systematically analyzes 23 relevant(quasi-)experimental studies at home and abroad in the past ten years.The results show that:(1)from the perspective of comprehensive impact,MR has a moderately positive impact on learning effectiveness;(2)in terms of the phase of studying,MR has the greatest impact on elementary school and below,and the smallest impact on secondary schools;(3)seen from the academic disciplines,the impact of MR on medical and nursing classes is the most significant;(4)speaking of the teaching methods,MR combined with the didactic method can significantly improve learning effectiveness;(5)as for the teaching objectives,MR also has a moderately positive impact on the learning outcomes of knowledge and skill-based teaching objectives.

关 键 词：混合现实 学习成效 元分析 调节效应 (准)实验研究 

分 类 号：G4[文化科学—教育学]