科学教育中交互式虚拟现实技术对学习成效的影响研究

逯  行¹  刘玲慧^1*  赵  霞²

（1.浙江师范大学 教育学院，浙江 金华 321004；2.兰溪市官塘中心小学，浙江 兰溪 321114）

【摘  要】虚拟现实技术赋能科学教育并提升学习成效一直是研究者和实践者关注的重点。但对于交互式虚拟现实技术融入科学教育当中是否能有效提升学习成效，学界尚未得出一致性结论。本研究采用元分析方法，对2006年至2025年间国内外关于交互式虚拟现实技术应用于科学教育的56项实证研究进行量化分析，旨在揭示科学教育中交互式虚拟现实技术对学生学习成效的影响。结果显示，交互式虚拟现实技术应用到科学教育中对学生的学习成效具有中等程度的影响，其中学习成绩、学习兴趣、自我效能感是虚拟现实技术赋能科学教育的核心维度，且学科和交互方式对学习成效具有显著的调节作用。研究建议：科学教育教师在教学时需充分结合学科特点选择合适的虚拟现实技术，过程中关注不同科学教育内容的交互方式的差异性。研究为我国科学教育提供了虚拟现实技术的赋能路线，有助于推动我国科技人才培养。

【关键词】交互式虚拟现实；科学教育；学习成效；元分析

The Impact of Interactive Virtua Reality Technology on Learning Outcomes in Science Education

LU Hang¹ , LIU Linghui^1* and ZHAO Xia²

(1. College of Education, Zhejiang Normal University, Jinhua 321004, China; 2. Guantang Central Primary School, Lanxi 321114, China)

Abstract: Virtual reality (VR) technology has long been a focal concern for researchers and practitioners for its potential for empowering science education and enhancing learning outcomes. However, the academic community has yet to reach a consensus on whether the integration of interactive virtual reality technology into science education can effectively improve learning outcomes. This study adopts a meta-analytic, evidence-based approach,quantitatively analyzing 56 empirical studies on the application of interactive virtual reality technology in science education published both domestically and internationally between 2006 and 2025, with the aim of revealing the impact of interactive virtual reality technology on students’learning outcomes in science education. The results indicate that the application of interactive VR technology to science education has a moderate overall effect on student’learning outcomes. Among the dimensions, academic achievements, learning interest, and self-efficacy are the core aspects through which virtual reality technology empowers science education, and subject discipline and interaction mode exert significant moderating effects on learning outcomes.The study suggests that science education teachers should fully consider the characteristics of the subject when selecting appropriate virtual reality technology during instruction, and attend to the differences in interaction modes across different science education content. This study provides an empowerment pathway of virtual reality technology for science education in China, contributing to the cultivation of scientific and technological talents.

Keywords: interactive virtual reality; science education; learning outcomes; meta-analysis

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