摘要
随着信息化的逐步推进,虚拟实验在教学中的推广和应用日益呈上升趋势,然而学界对虚拟实验学习效果的研究结论存在差异,如何有效地设计和应用虚拟实验尚不明确。鉴于此,本研究选用元分析方法,对国内外34篇相关实验和准实验研究进行梳理,按照认知和非认知两个维度综合考察虚拟实验的有效性,并重点从学科、学段、测试时间、知识类型、评价工具、实验周期、虚拟类型等调节变量的角度进行深入探析。整体效应结果显示,虚拟实验对学生学习效果具有中等偏上的积极影响,其中以认知能力的提升最为显著。调节变量结果显示,对比其他学科,虚拟实验更能显著促进工程技术的学科学习效果;相对大学,虚拟实验更能显著提升小学及中学学段学生的学习效果;及时测试和延迟测试效果接近,但前者更佳;虚拟实验应用于程序性知识学习比应用于陈述性知识学习的效果稍显优势;相对于其他评价工具,测验和问卷最为常用,评价结果提示虚拟实验提升学习有效;实验周期为单次时,学习效果提升最显著;相较于沉浸式虚拟,桌面式虚拟更能提升学习者的学习效果。基于以上研究结果,提出了开展虚拟实验的优化建议。
With the gradual advancement of information technology,the popularization and application of virtual experiments in teaching are on the rise.However,different researches show different results about the learning effect of virtual experiments,while how to effectively design and apply virtual experiments is still unclear.Therefore,this study uses meta-analysis method to sort out 34 related experiments and quasi-experimental studies at home and abroad,and comprehensively examines the effectiveness of virtual experiments from cognitive and non-cognitive dimensions,and take in-depth analysis from the perspective of disciplines,learning periods,test time,knowledge types,evaluation tools,experimental periods,virtual types and other moderating variables.The overall effect results show that virtual experiments have a positive impact on students’learning effect,especially their cognitive ability.Results of moderating variables show that virtual experiments significantly promote the learning effect of engineering technology compared with other disciplines;Compared with primary schools and universities,virtual experiments significantly improve the learning effect of primary and secondary school students;Timely testing and delayed testing have similar effects,but the former is better;The application of virtual experiments in procedural knowledge learning is slightly superior to that in declarative knowledge learning.Compared with other evaluation tools,tests and questionnaires are more effective in improving learning effect;When the experimental period is single,the learning effect is the most significant;Compared with immersive virtual,desktop virtual can improve learners’learning effect.Optimization suggestions for developing virtual experiments are put forward based on the above research results.
作者
朱绎霏
安建强
ZHU Yifei;AN Jianqiang(School of Education Science and Technology,Nanjing University of Posts and Telecommunications,Nanjing 210023,China)
出处
《开放学习研究》
2023年第2期32-42,共11页
Journal of Open Learning
基金
2022年度江苏省研究生科研与实践创新计划“虚拟实验环境下大学生学习投入度及影响因素的研究”(项目编号:KYCX22_0865)的研究成果。
关键词
虚拟实验
虚拟现实
学习效果
元分析
virtual experiment
virtual reality
learning effect
meta-analysis
