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<p>Educational Virtual Environments (EVEs), which integrate virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies, have not yet been systematically evaluated for their overall effectiveness in K-12 science education. This study adopts a meta-analysis approach to quantitatively synthesize findings from 40 quasi-experimental and experimental studies published between January 2020 and October 2024. It aims to comprehensively examine the impact of EVEs on K-12 students’ science learning effectiveness and the mechanisms that moderate this impact. Through detailed analysis of multidimensional moderator variables such as educational stages, technology types, instructional durations, learning environment and learning approaches, this study reveals the underlying mechanisms of influence. The results indicate that EVEs exert a moderate positive effect on K-12 students’ science learning effectiveness (ES = 0.631), and all five key moderator variables examined show significant moderating effects. Based on these findings, the study proposes targeted recommendations for the application of EVEs and provides empirical evidence to support the improvement of science education practices in K-12 settings.</p>

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The Effectiveness of Educational Virtual Environments in K-12 Science Education: A Meta-Analysis

  • 期刊论文

  • 发表日期：

    2026年1月31日

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  • Gaoyu Chen,
  • Yunlu Li,
  • Renzhi Luo,
  • Mohamed Oubibi,
  • Yueliang Zhou,
  • Yan Gao

摘要

Educational Virtual Environments (EVEs), which integrate virtual reality (VR), augmented reality (AR), and mixed reality (MR) technologies, have not yet been systematically evaluated for their overall effectiveness in K-12 science education. This study adopts a meta-analysis approach to quantitatively synthesize findings from 40 quasi-experimental and experimental studies published between January 2020 and October 2024. It aims to comprehensively examine the impact of EVEs on K-12 students’ science learning effectiveness and the mechanisms that moderate this impact. Through detailed analysis of multidimensional moderator variables such as educational stages, technology types, instructional durations, learning environment and learning approaches, this study reveals the underlying mechanisms of influence. The results indicate that EVEs exert a moderate positive effect on K-12 students’ science learning effectiveness (ES = 0.631), and all five key moderator variables examined show significant moderating effects. Based on these findings, the study proposes targeted recommendations for the application of EVEs and provides empirical evidence to support the improvement of science education practices in K-12 settings.