Effectiveness of Virtual Reality on Learning Engagement: A Meta-Analysis

Introduction

Virtual reality (VR) is a technology that offers students the opportunity to engage with a computer-generated environment, allowing them to tackle complex problems directly (Burdea & Coiffet, 2003). Immersion, interaction, and imagination are the key features of VR that enable students to experience real-world scenarios, enhance their learning motivation, and yield positive learning outcomes (Radianti et al., 2020). VR allows for specialized skill training, such as flying an aircraft or operating a vehicle, as well as the observation of microscopic or macroscopic events, such as examining biological tissues. In recent years, the increasing power of computer processing, improved network transmission rates, and decreasing costs of VR equipment have facilitated the widespread adoption of VR in education and teaching. Consequently, the effectiveness of VR implementation is gaining significant attention (Brown et al., 2020).

A century ago, Dewey (1916) proposed that students should “learn by doing,” i.e., gain experience in real learning environments and learn by doing real tasks. As a result, a large body of research has concluded that virtual reality provides rich stimuli, facilitates natural interactions and experiences, and improves student engagement in learning due to the three-dimensional perspective and immersive space that it provides. Despite the generally positive attitude of researchers toward virtual reality technology, the available research has focused more on the impact of virtual reality technology on learners' academic achievement and lacks research on the impact on learners' academic experience. Lähtevänoja et al. (2022) suggested that the impact on indirect learning outcomes (e.g., motivation and engagement in learning) should be added to future research.

The purpose of this study was to explore the impact of virtual reality technology on learners' engagement, rather than focusing on the impact on their academic achievement. In addition, a moderated analysis was conducted to explore inconsistent results. Therefore, the research questions were as follows:

• 1.

  How effective is VR technology on the overall learning engagement of learners compared to non-VR technology?

• 2.

  How effective is the impact of VR technology on various aspects of learners’ cognitive engagement, emotional engagement, behavioral engagement, and social engagement?

• 3.

  What are the moderating effects of the qualities that have been studied, such as the type of immersion in VR technology, the stage of learners, etc.?