虚拟现实技术能提升学习态度吗?--基于29项实验与准实验研究的元分析  

Does Virtual Reality Promote Learning Attitude?A Meta-Analysis Based on 29 Experimental and Quasi-experimental Studies

作　　者：韩骏[1] 党晨曦 刘菁[1] HAN Jun;DANG Chen-xi;LIU Jing(Department of Educational Technology,Capital Normal University,Beijing,100048,China)

机构地区：[1]首都师范大学教育技术系,北京100048

出　　处：《基础教育》2024年第4期75-85,共11页Journal of Schooling Studies

基　　金：2022年全国教育科学规划教育部重点项目“‘双减’背景下信息技术支持的差异化教学设计模型与干预策略研究”(项目编号:DCA220449)。

摘　　要：虚拟现实技术作为辅助教学的新型教育形式而广受关注,学习态度是衡量其效果的重要指标之一。但国内外现有针对虚拟现实技术影响学习者学习态度的实证研究存在争议,缺乏系统性综述论证。为明确虚拟现实教学对学习态度的影响,本研究采用元分析方法,深入分析国外29篇实证研究文献,从学科、学段和时长等维度分析调节变量对虚拟现实技术影响学习态度的作用。结果表明,虚拟现实技术对学生学习态度仅有中等程度的积极影响(总效应值g=0.666)。调节变量显示,针对不同学科学习态度的影响呈现显著差异,而不同学段的影响与对象年龄之间呈现高斯分布;不同学习时长存在优化区间,学习时长为1~6周时学习态度效果显著,而小于1周和大于6周基本不存在调节效应;虚拟现实技术类型的影响有差异但无显著调节效应。研究建议基于虚拟现实技术影响学习态度的教学应在内容设计、对象选择和课时分配方面进行综合优化,有效发挥其促进学生学习态度的效能。Virtual reality technology,as a new form of education to assist teaching and learning,has attracted increasing and widespread attention,and learning attitude is one of the important factors to assess its effect.However,existing empirical studies are controversial at home and abroad as to wheth-er virtual reality technology promotes learning attitudes more than traditional forms of education and lacks systematic review arguments.To clarify the impact of virtual reality on learning attitudes,this paper,taking a meta-analytic approach,systematically analyzes 29 empirical research papers from international literature sources,exploring the moderating effects of regulating variables on the impact of virtual reality for learning attitudes in terms of the dimensions of discipline,academic segment,and duration.The results show that virtual reality technology has only a moderate positive effect on learning attitudes(total effect value g=0.666).The moderating variables show that there are significant differences for different disciplines in the effects of learning attitudes,while the effects for school levels are consistent with the Gaussian distribution of age;an optimal interval existed for the length of study,and the effect of learning attitudes is significant for the length of study of 1-6 weeks,while the moderating effect was basically absent for less than 1 week and greater than 6 weeks;there were differences in the effects of the type of virtual reality technology,but the type does not present a significant moderating effect.The study suggests that teaching based on virtual reality technology affecting learning attitudes should be optimized in terms of content designs,object selection,and allocation of lesson time,so as to effectively realize its efficacy in promoting learning attitudes.

关 键 词：虚拟现实 多媒体学习 学习态度 教学设计 元分析 

分 类 号：G434[文化科学—教育学]