远程教育杂志2025，Vol.43Issue(3)：33-43,11.DOI:10.15881/j.cnki.cn33-1304/g4.2025.03.004
虚拟现实技术在教学应用中的有效性:来自二阶元分析的证据
Evaluating the Effectiveness of Virtual Reality in Teaching:Evidence from a Second-Order Meta-Analysis
摘要
Abstract
Virtual reality(VR)technology,as an emerging pedagogical tool,has received increasing attention for its potential to enhance student learning.While a substantial body of research has examined its educational impact,findings remain inconsistent.Traditional meta-analyses have largely relied on first-order methods,which are vulnerable to sampling error and publication bias,thereby limiting the robustness and generalizability of their conclusions.To address these limitations,this study employs a second-order meta-analytic approach to investigate the extent to which VR is effective in educational settings.Based on the results of first-order meta-analyses,it analyzes both overall effect sizes and moderating variable.The findings reveal that the impact of VR on non-cognitive domains,such as emotional experiences and social interactions,is more profound than that on learning performance alone.Notably,the technological richness of VR did not significantly influence its instructional effectiveness.Moreover,variables such as the year of implementation and the methodological quality of primary studies were found to moderate the observed effects.Drawing on these insights,the study proposes three recommendations for future VR-based teaching practice:first,broaden the focus beyond cognitive outcomes to support students'holistic development;second,foster teachers'adaptive engagement by enhancing their technological fluency and responsiveness;third,select VR tools that align with instructional goals to avoid technology redundancy and maximize pedagogical value.关键词
二阶元分析/虚拟现实技术/学习效果/调节变量Key words
Second-order meta-analysis/Virtual reality/Learning outcomes/Moderating variables分类
社会科学引用本文复制引用
刘革平,孙帆..虚拟现实技术在教学应用中的有效性:来自二阶元分析的证据[J].远程教育杂志,2025,43(3):33-43,11.基金项目
本文系"十四五"国家重点研发计划课题"互联网教育应用的适应性认知发展评估与人机协同诊断技术研究"(课题编号:2022YFC3303504)的研究成果. （课题编号:2022YFC3303504）
