Effect of Students' Deep Learning in Virtual Venue Environment: A Meta-Analysis Based on 45 Experiments and Quasi-Experiments at Home and Abroad

Autor/inn/en	Xinyi Wu; Xiaohui Chen; Xingyang Wang; Hanxi Wang
Titel	Effect of Students' Deep Learning in Virtual Venue Environment: A Meta-Analysis Based on 45 Experiments and Quasi-Experiments at Home and Abroad
Quelle	In: Education and Information Technologies, 30 (2025) 3, S. 4013-4031Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Hanxi Wang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-024-12985-5
Schlagwörter	Forschungsbericht; Literature Reviews; Meta Analysis; Artificial Intelligence; Intelligent Tutoring Systems; Virtual Schools; Electronic Learning; Technology Uses in Education; Educational Technology; Educational Environment + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Künstliche Intelligenz; Intelligentes Tutorsystem; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	With the application of virtual venues in the field of education, numerous educational empirical studies have examined the impact of deep learning in the learning environment of virtual venues, but the conclusions are not always in agreement. The present study adopted the meta-analysis method and RStudio software to test the overall effect of 45 domestic and foreign experimental and quasi-experimental studies, and eight moderating variables (experiment period, knowledge type, virtual venue type, and feedback strategy) were analyzed. The research results indicated that moderating variables had different degrees of influence on the deep learning effect of students in the learning environment of virtual venues. There were no intra-group differences in the type of virtual venue and the experiment period, while there were intra-group differences in other moderating variables. According to the results of meta-analysis, suggestions were put forward from four aspects (course design of virtual venues, selection and application of feedback strategies, knowledge type design of virtual venues, and empirical research suggestions) to serve as references for strengthening the deep learning impact of students and the scientific design of course content of virtual venues. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08