“Innovation is the key to the future, but basic research is the key to future innovation.”
Jerome Isaac Friedman
“Although more research is needed on the relationship between immersion and self-efficacy, the positive effect found in Experiment 1, indicates that IVR can potentially enhance self-efficacy in science learning among middle-school girls. Notably, in Experiment 2, watching IVR videos showed a positive effect on a higher cognitive level of learning, knowledge creation, compared to using a computer monitor”
Queiroz, A. C. M., Fauville, G., Herrera, F., Leme, M. I. da S., & J. N. Bailenson. (2022). Do Students Learn Better With Immersive Virtual Reality Videos Than Conventional Videos? A Comparison of Media Effects With Middle School Girls. Technology, Mind, and Behavior, 3(3).
“The results revealed that using mixed reality (augmented reality and virtual reality) as a learning supplement to the printed book could improve students’ learning outcomes, particularly for low spatial ability students.”
Weng, C., Rathinasabapathi, A., Weng, A., & C. Zagita. (2019). Mixed Reality in Science Education as a Learning Support: A Revitalized Science Book. Journal of Educational Computing Research, 57(3): 777–807.
“The experimental group engaged with the science lessons using Head-Mounted Displays, whereas the control group learned the same material through traditional teaching methods. The results revealed that the experimental group obtained significantly higher academic achievement and engagement scores (cognitive, behavioral, emotional and social) than the control group. Moreover, the experimental group had a high level of technology acceptance for IVR usage in classrooms.”
Liu, R., Wang, L., Lei, J., Wang, Q., & Y. Ren. (2020). Effects of an Immersive Virtual Reality-based Classroom on Students’ Learning Performance in Science Lessons. British Journal of Educational Technology, 51: 2034-2049.
“Few methods exist for training nursing students in difficult airway management. This study presents a virtual reality (VR) intervention for teaching students these skills. The intervention was widely accepted by students and faculty, showed a high level of virtual presence, no cybersickness, and statistically and practically significant knowledge gains.”
Samosorn, A., Gilbert, G., Bauman, E., Khine, J., & D. McGonigle. (2020). Teaching Airway Insertion Skills to Nursing Faculty and Students Using Virtual Reality: A Pilot Study. Clinical Simulation in Nursing, 39: 18-26.
“We found evidence suggesting that VR improves postintervention knowledge and skills outcomes of health professionals when compared with traditional education or other types of digital education such as online or offline digital education.”
Kyaw, B., Saxena, N., Posadzki, P., Vseteckova, J., Nikolaou, C., George, P., Divakar, U., Masiello, I., Kononowicz, A., Zary, N., & L. Tudor Car. (2019). Virtual Reality for Health Professions Education: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration. Journal of Medical Internet Research, 21(1): e12959.
“Comparisons between F2F and VR conversations yielded statistically significant findings indicating that VR can be a more fun way to practice speaking that can also reduce feelings of self-consciousness.”
Enkin, E. (2022). Comparing Two Worlds: Spanish Learners’ Face-to-face and Immersive Social VR Speaking Experiences. Computer Assisted Language Learning Electronic Journal, 23(1): 22-42.
“The application of VR to immersion-based English language teaching presents such an excellent effect on the quantity of students’ learning that they can learn more within the same learning time. The results showed that there is a significantly positive correlation between VR and immersion-based language teaching. There is a significantly positive correlation between immersion-based language teaching and academic achievement, and VR is positively correlated with learning outcome”
“A sample of 102 middle school students took a virtual field trip to Greenland via a head mounted display (HMD) or a 2D video as an introductory lesson within a 6-lesson inquiry-based climate change intervention. The HMD group scored significantly higher than the video group on presence, enjoyment, interest, and retention in an immediate and delayed posttest.”
Makransky, G., & R. Mayer. (2022). Benefits of Taking a Virtual Field Trip in Immersive Virtual Reality: Evidence for the Immersion Principle in Multimedia Learning. Educational Psychology Review, 34: 1771–1798.