Although the effectiveness of training motor skills in virtual environments has been validated, its impact within the arts, particularly in higher dance education, remains inconclusive. The present study conducted a meta-analysis to assess the impact of virtual reality (VR) technology on university-level dance movement learning. The results show that while VR demonstrates positive effects in enhancing the visualization of movement amplitude, its influence on movement coordination and force expression is inconsistent, with evidence of negative transfer effects. Subgroup analyses reveal that VR is particularly effective in improving movement coordination and force control, but less so for movement amplitude. Furthermore, high heterogeneity and publication bias among small-sample studies suggest variability in design and implementation across contexts. In addition, the study further explores the inherent paradoxes between virtual technology and dance education, addressing the challenge of seeking authentic artistic experiences within fully virtualized environments. The findings suggest that while VR offers new possibilities for movement visualization and feedback, it often lacks the emotional and somatic depth essential to dance. The study emphasizes the importance of balancing technological standardization with creative expression and proposes pedagogical strategies that leverage VR as a complementary rather than a substitutive tool. This research contributes to the evidence base for arts-based digital learning and offers practical guidance for integrating immersive technologies into contemporary dance curricula.
Yi Zhu (Thu,) studied this question.