Does Virtual Reality-Based Learning Affect Students’ STEM Achievement? Evidence From a Meta-Analysis

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Abstract

This meta-analysis of 94 effect sizes from 69 studies examined the effects of virtual reality-based learning (VRL) on students’ STEM achievement (SSA) and their moderators, revealing a significant overall effects of VRL on SSA (g =0.981). Students’ STEM achievement is better when (a) they are under individualistic cultural background; (b) they take course tests or quiz; (c) they are leaning at classroom; (d) the intervention duration lasts 4 hours till 1 week or 1week to 8 weeks. A significant difference in publication year is found as well. However, grade level, gender, virtual reality type, subject field do not moderate the effect.

Authors

• Yuhong Xu, East China Normal University

• Hao Lei, East China Normal University