{"title":"虚拟现实培训对教育中社交技能的影响:荟萃分析","authors":"Xiaoyi Li, Yongbin Hu, Xianmin Yang, Xinyu Bi, Jinying Zhang, Pengrui Tao","doi":"10.1007/s10639-024-12941-3","DOIUrl":null,"url":null,"abstract":"<p>Virtual reality (VR) has become a promising tool for enhancing social skills in special education, K-12 education, and post-secondary education. However, there is a lack of comprehensive meta-analyses examining the effectiveness of VR social skills training and the factors that moderate its efficacy. In this study, a meta-analysis approach was used to quantitatively analysis 31 experimental or quasi-experimental studies, systematically examining the effectiveness of VR social skills training. The results indicate that VR training is an effective method for improving social skills, with a statistically significant overall effect size (ES = 0.667). However, the effectiveness of VR training varies depending on the complexity of the social skills being targeted. While VR training significantly enhances trainees’ complex social skills (ES = 0.984), it does not have a significant effect on basic social skills (ES = 0.133). Furthermore, the intervention duration and interaction methods were found to be important factors influencing the efficacy of social skills training. These findings suggest that VR social skills training can be an effective approach, particularly for complex social skills, and that intervention duration and interaction method should be carefully considered when designing VR training programs. The paper concludes with a discussion of the results and provides directions for future research.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":null,"pages":null},"PeriodicalIF":4.8000,"publicationDate":"2024-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The effectiveness of virtual reality training on social skills in education: A meta-analysis\",\"authors\":\"Xiaoyi Li, Yongbin Hu, Xianmin Yang, Xinyu Bi, Jinying Zhang, Pengrui Tao\",\"doi\":\"10.1007/s10639-024-12941-3\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Virtual reality (VR) has become a promising tool for enhancing social skills in special education, K-12 education, and post-secondary education. However, there is a lack of comprehensive meta-analyses examining the effectiveness of VR social skills training and the factors that moderate its efficacy. In this study, a meta-analysis approach was used to quantitatively analysis 31 experimental or quasi-experimental studies, systematically examining the effectiveness of VR social skills training. The results indicate that VR training is an effective method for improving social skills, with a statistically significant overall effect size (ES = 0.667). However, the effectiveness of VR training varies depending on the complexity of the social skills being targeted. While VR training significantly enhances trainees’ complex social skills (ES = 0.984), it does not have a significant effect on basic social skills (ES = 0.133). Furthermore, the intervention duration and interaction methods were found to be important factors influencing the efficacy of social skills training. These findings suggest that VR social skills training can be an effective approach, particularly for complex social skills, and that intervention duration and interaction method should be carefully considered when designing VR training programs. The paper concludes with a discussion of the results and provides directions for future research.</p>\",\"PeriodicalId\":51494,\"journal\":{\"name\":\"Education and Information Technologies\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.8000,\"publicationDate\":\"2024-08-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education and Information Technologies\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10639-024-12941-3\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-12941-3","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The effectiveness of virtual reality training on social skills in education: A meta-analysis
Virtual reality (VR) has become a promising tool for enhancing social skills in special education, K-12 education, and post-secondary education. However, there is a lack of comprehensive meta-analyses examining the effectiveness of VR social skills training and the factors that moderate its efficacy. In this study, a meta-analysis approach was used to quantitatively analysis 31 experimental or quasi-experimental studies, systematically examining the effectiveness of VR social skills training. The results indicate that VR training is an effective method for improving social skills, with a statistically significant overall effect size (ES = 0.667). However, the effectiveness of VR training varies depending on the complexity of the social skills being targeted. While VR training significantly enhances trainees’ complex social skills (ES = 0.984), it does not have a significant effect on basic social skills (ES = 0.133). Furthermore, the intervention duration and interaction methods were found to be important factors influencing the efficacy of social skills training. These findings suggest that VR social skills training can be an effective approach, particularly for complex social skills, and that intervention duration and interaction method should be carefully considered when designing VR training programs. The paper concludes with a discussion of the results and provides directions for future research.
期刊介绍:
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.