虚拟实验对学生学习效果的影响研究——基于30项实验与准实验研究的元分析

The impact of virtual experiment on learning outcome:a meta-analysis of 30 experiments and quasi-experiments

虚拟实验以低成本、强交互、超时空和安全性高等优势在教育领域得到广泛应用。国内外学者开展大量实验和准实验研究,探索虚拟实验对学习效果的影响,结果却不尽相同。鉴于此,本研究利用元分析方法,对国际英文期刊发表的30项虚拟实验教育应用的实验与准实验研究进行系统综述,系统审查虚拟实验对学生学习效果的影响。研究发现:①样本合并效应值为0.46,表明虚拟实验对学习产生中等程度积极影响;②从学段看,虚拟实验对中学生的学习影响效果更大;③从学科看,虚拟实验对社会科学及医学等学科的影响更大;④从班级规模看,虚拟实验适合大规模课堂;⑤从实验周期看,实验持续1~10周效果更好;⑥从呈现形式看,桌面式虚拟实验对学习的影响更大。基于此,本研究从虚拟实验的设计、开展和评价三方面提出相关建议。

Virtual experiment is in popular use in education due to its advantages such as low cost,high interactivity,time-space flexibility and safety.Nevertheless,results from experimental and quasi-experimental studies were mixed in relation to its impact on learning outcomes.Set against this backdrop,this study employed the methodology of meta-analysis to conduct a systemic review of 30 relevant experiments and quasi-experiments published in international English-medium journals in an attempt to clarify how virtual experiments affected learning outcomes.It was found that the sample had the combined effect size of 0.46,which indicated virtual experiments had medium-level positive impact on learning outcomes.Put specifically,in terms of educational level,virtual experiments had greater impact on secondary education students;in terms of subject,they had greater impact on social sciences and medical science;in terms of class size,they could cater for large-class teaching;in terms of duration,virtual experiments lasting from 1 to 10 weeks were more effective;and in terms of format,desktop virtual experiments had greater effect on learning.Implications were discussed in relation to the design,implementation and evaluation of virtual experiment.