Does Virtual Reality Help Reduce Learners’ Cognitive Load? A Meta-Analysis Based on 23 Experimental and Quasi-Experimental Studies

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Published Nov 27, 2023

Guohua Wang  
Henan Normal University, China

Abstract

As educational technology advances, virtual reality (VR) has garnered widespread attention in academia. Extensive empirical research has been undertaken on the effect of VR on cognitive load, despite no consistent conclusion having been reached. This article is a meta-analysis of 23 empirical studies, seeking to examine the impact of VR on cognitive load moderated by variables such as the discipline, education phase, and intervention duration. 

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Keywords
References
How to Cite
Wang, G. (2023). Does Virtual Reality Help Reduce Learners’ Cognitive Load? A Meta-Analysis Based on 23 Experimental and Quasi-Experimental Studies. Best Evidence in Chinese Education, 15(2), 1809–1810. Retrieved from https://mail.bonoi.org/index.php/bece/article/view/1204
Issue
Vol. 15 No. 2 (2023)
Section
Newsletter
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.