虚拟现实技术有助于降低学习者的认知负荷?——基于23项实验与准实验研究的元分析

Does Virtual Reality Technology Help to Reduce Learners'Cognitive Load?-A Meta-analysis Based on 23 Experimental and Quasi-experimental Studies

虚拟现实技术因能促进学习者的概念理解、知识迁移和情感投入等而广受关注。认知负荷是衡量虚拟现实技术教育效果的重要因素。国内外均有针对虚拟现实技术影响学习者认知负荷的实证研究,但结论存在争议。本研究采用元分析方法,深入分析国内外23篇实证类研究文献,从学科、学段、干预时间等维度探讨调节变量对虚拟现实影响认知负荷的作用。结果表明,虚拟现实技术整体上对减少认知负荷起中等程度的促进作用;调节分析显示,认知负荷测量工具、虚拟现实应用场景、教学方法在虚拟现实技术影响认知负荷过程中发挥调节作用,学段、学科、干预时间和频率、虚拟现实技术类型等不存在调节效应。

Virtual reality technology has received widespread attention from researchers because of its significant value in effectively promoting learners'conceptual understanding,knowledge transfer,and emotional engagement in learning.Cognitive load is an important factor in measuring educational effectiveness of the virtual reality technology.Can the virtual reality technology help reduce learners'cognitive load?Although there are empirical studies examining the impact of virtual reality technology on learners'cognitive load both domestically and internationally,their results are different from each other with some controversial ones.Taking a meta-analysis approach,the study analyzed 23 empirical study reports from domestic and international literature sources,exploring the moderating effects of regulating variables on the impact of virtual reality for cognitive load from the dimensions of discipline,school levels,and intervention time.The results showed that overall,virtual reality technology had a moderate promoting effect on reducing cognitive load.The moderated analysis showed that the cognitive load measurement tool,type of virtual reality application,and teaching methods played a moderating role in the process of virtual reality technology influencing cognitive load,while variables such as school levels,discipline,intervention time and frequency,and type of virtual reality technology did not have a moderating effect.The article provides the references of value for people's scientific understanding of the impact of virtual reality technology on cognitive load.