SynthesisFrontiers in psychology2023
Design strategies for VR science and education games from an embodied cognition perspective: a literature-based meta-analysis.
Synthesis in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- The effect of embodied learning on students' learning performance: A meta-analysis.Frontiers in psychology · 2025Pooled it
- Development and evaluation of a desktop VR serious game for color composition learning in basic design education.PloS one · 2026Article
- Leisure Activity Interventions on Cognition in Mild Cognitive Impairment Patients: A Meta-Analysis.Neuropsychiatric disease and treatment · 2025Review
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Natural science education, as an important means to improve the scientific literacy of citizens, combines science education games with virtual reality (VR) technology and is a major developmental direction in the field of gamified learning. Methods: To investigate the impact of VR science education games on learning efficiency from the perspective of embodied cognition, this study uses the China National Knowledge Infrastructure (CNKI) and Web of Science (WOS) databases as the main source of samples. A meta-analysis of 40 studies was conducted to examine teaching content, game interaction, and immersion mode. Results: The study found that (1) VR science and education games have a moderately positive impact on the overall learning effect; (2) regarding teaching content, the learning effect of skill training via VR science and education games is significant; (3) regarding interaction form, the learning effect on active interaction is significantly better than that of passive interaction; (4) regarding immersion mode, somatosensory VR games have a significant impact on the enhancement of students' learning; (5) regarding application disciplines, VR science education games have a greater impact on science, engineering, language and other disciplines; (6) regarding academic segments, the learning effect on college students is most significant; and (7) regarding experimental intervention time, short-term intervention is most effective. Discussion: Accordingly, this article proposes strategies for VR science game design from the perspective of embodied cognition: a five-phase strategy including skill training, human-computer interaction, and environmental immersion, aiming to improve the learning effect and experience of users.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.