Unleashing the power of virtual learning environment
Exploring the impact on learning outcomes through a meta-analysis
Datos Bibliográficos
| ID | 21631928 |
|---|---|
| Autores | Yuhui Jing (0000-0002-8593-2725, Zhejiang University of Technology), J Dai (0000-0002-5869-9446, Zhejiang University of Technology), Chengliang Wang (0000-0003-2208-3508, East China Normal University), Shusheng Shen (0000-0001-8427-1817, Nanjing Normal University), Rustam Shadiev (0000-0001-5571-1158, Zhejiang University, autor de correspondencia) |
| Año | 2025 |
| Volumen | 33 |
| Número | 1 |
| Páginas | 52-69 |
| Fecha de publicación | 2025-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Interactive Learning Environments (JOURNAL) |
| Identificadores de la revista | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2024.2335481 |
| OpenAlex | W4393861689 |
| Idioma | EN |
| Citas recibidas | 5 |
| Referencias citadas | 75 |
This study used meta-analysis to assess the impact of learning in Virtual Learning Environments (VLE) on cognitive and non-cognitive outcomes, analyzing 48 articles from 2000 to 2023. It also investigated how VLE types, research design, discipline, educational level, intervention duration, and learning methods influence these outcomes. The findings revealed that: (1) VLE significantly improved cognitive and non-cognitive outcomes with medium to large effect sizes, showing positive effects; (2) research design, educational level, intervention duration, and learning methods significantly moderated cognitive learning outcomes, while VLE types, intervention duration, and learning methods significantly moderated non-cognitive learning outcomes; (3) Both 2DVLE and 3DVLE significantly improved cognitive and non-cognitive outcomes, with 3DVLE excelling in non-cognitive gains. Quasi-experimental designs revealed VLEs more effectively enhance cognitive outcomes than experimental designs. VLEs significantly improved outcomes in both STEM and non-STEM areas, and optimally benefited non-cognitive outcomes in middle and college students, and cognitive outcomes in elementary and middle school students. The most effective cognitive outcomes were observed with interventions lasting under 24 hours to 6 months, and non-cognitive gains peaked with interventions from 1 to 4 weeks. Autonomous learning methods maximized VLEs’ impact on both outcome types. The study discusses limitations and identifies areas for further research
Educational technology · Instructional simulation · Knowledge management · Mathematics education · Meta-analysis · Computer Science · Educational Games and Gamification · Online and Blended Learning · Psychology · Virtual Reality Applications and Impacts
The influence of interactive learning, learning motivation, immersion learning and cognitive learning on learning performance
The interrelationship of key factors affecting the learning outcomes of liberal arts majors
Gamification Effect
A systematic meta-analysis of the impacts of group awareness tools on learning achievements, learning behaviors, and learning perceptions from 2010–2023
What drives learners’ behavioral intention to share knowledge on social media
Publication Bias in Meta‐Analysis
Meta-analysis of the impact of Augmented Reality on students’ learning gains
Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
Facilitating flexible learning by replacing classroom time with an online learning environment
Virtual Reality for Health Professions Education
Distribution Theory for Glass's Estimator of Effect Size and Related Estimators
Outlier and influence diagnostics for meta-analysis
A context-aware ubiquitous learning environment for conducting complex science experiments
Measuring inconsistency in meta-analyses
Bias in meta-analysis detected by a simple, graphical test
Rayyan—a web and mobile app for systematic reviews
Preferred Reporting Items for Systematic Reviews and Meta-Analyses
The effectiveness of 3D holographic technology on students’ learning performance
A meta-analysis of the effects of spherical video-based virtual reality on cognitive and non-cognitive learning outcomes
Systematic review and meta-analysis of the impact of virtual experiments on students’ learning effectiveness
The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes
Stereoscopic three‐dimensional visualisation technology in anatomy learning
Augmented reality technology in language learning
Do AI chatbots improve students learning outcomes? Evidence from a meta‐analysis
The effect of blended learning on student performance at course-level in higher education
Teacher-directed learning to self-directed learning transition barriers in Pakistan
Enabling adaptive, personalised and context-aware interaction in a smart learning environment
Meta-analysis
Self-directed learning
Weighted kappa
Teaching and Learning in their Disciplinary Contexts
| Obras citantes distintas | 5 |
|---|---|
| Citas por año | 5 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 5 |