Аннотация
Virtual reality has revolutionised the concept on learning throughout the world, and the higher education sector is no exception. Despite the emergence of high-fidelity simulation technologies, display-based learning environments have still been involved in educational research. But even now, it is under question whether low-immersion virtual learning really enhances undergraduate students’ learning performance. As an attempt to produce pooled evidence on the topic, this review meta-analytically combined post-test effect sizes extracted from 16 relevant empirical studies comprising 2,508 participants. Overall, the virtual conditions had a large positive effect (Hedge’s g = 0.98) on learning outcomes, but these findings are injured by substantial between-study variance. To understand differences in the effects, subgroup analyses were performed across research design (experimental versus quasi-experimental) and outcome type (practical skills measured or not). However, all subgroups were heterogeneous, so the total picture remains somewhat equivocal. Thus, the results imply screen-based virtual environments can boost post-secondary students’ educational gains, but the extent has yet to be discovered. The contribution of this paper to extant research is that it highlights how much has not been clarified yet about the advantageousness of applying virtual environments in education. Academia is therefore urged to continue experimenting with synthesised instructional scenarios.