The effectiveness of VR environment on primary and secondary school students’ learning performance in science courses
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
VR technology is being widely used in education due to it’s a sense of immersion, real-time interaction, and ability to stimulate imagination. However, there is a lack of research comparing students at different stages. This study used a quasi-experimental design involving 73 fourth-grade and 86 eighth-grade students in two schools in northwest China minority gathering area. One class in each grade level used Virtual Reality (VR) headsets device to teach science content, while the other used interactive whiteboards. The study aimed to examine the differences in students’ learning performance, problem-solving ability, self-efficacy, and technology acceptance. The findings showed that VR environment: (a) enhanced the learning performance of primary school students but did not have a significant impact on secondary students; (b) significantly improved problem-solving ability for both primary and secondary school students; (c) significantly promoted self-efficacy for both primary and secondary students; and (d) had a significant influence on technology acceptance for both primary and secondary students. Therefore, we recommended that teachers could integrate VR technology into science labs to enhance secondary students’ problem-solving ability and self-efficacy, and improve primary students’ learning performance, problem-solving ability, and self-efficacy.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it