What does this research mean for the field?

Direct VR learning mode significantly enhances science knowledge gains and multimodal engagement compared to vicarious learning, whereas the instructional sequence of VR and reading does not significantly affect learning outcomes. Novelty: ClaimNovelty.INCREMENTAL. Consensus alignment: ConsensusAlignment.NEUTRAL.

What question did this study set out to answer?

To examine how direct versus vicarious virtual reality modes and instructional sequencing impact middle school students' science learning gains and multimodal interactions across different learner language backgrounds.

September 10, 2026Education and Information TechnologiesOpen Access

Investigating the impact of learning modes and instructional sequences of VR-integrated station activities on science learning from the multimodal perspective

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Authors

ADAi-Chu Elisha DingImperial College Healthcare NHS Trust LSLehong ShiUniversity of Georgia ILIn Heok LeeUniversity of Georgia

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Implication

Quasi-experimental study finds direct VR interaction improves science gains over vicarious viewing in middle schoolers, suggesting hands-on immersion strengthens multimodal learning.

Key Points

To examine how direct versus vicarious virtual reality modes and instructional sequencing impact middle school students' science learning gains and multimodal interactions across different learner language backgrounds.
Assigned 85 seventh-grade students, including multilingual learners and English-first-language learners, to a week-long lab safety unit using a 2 × 2 × 2 quasi-experimental design.
Performed multimodal interaction analysis on video data from 16 focal participants to evaluate transmodal shifts across communicative modes and instructional tasks.
Direct VR engagement produced significantly greater science knowledge gains than vicarious VR observation, whereas instructional sequencing (VR-Reading vs. Reading-VR) had no significant effect.
Direct VR interaction fostered more frequent transmodal shifts, with multilingual learners demonstrating increased transmodal moments when VR preceded reading.
English-first-language learners consistently dominated collaborative discussions, showing that transmodal moments alone were insufficient to equalize peer power dynamics without structured scaffolding.

Cite This Study

Ding et al. (2026) studied this question.

synapsesocial.com/papers/6aa27ab158559d80afc73724 https://doi.org/10.1007/s10639-026-14137-3

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Implication

Quasi-experimental study finds direct VR interaction improves science gains over vicarious viewing in middle schoolers, suggesting hands-on immersion strengthens multimodal learning.

Investigating the impact of learning modes and instructional sequences of VR-integrated station activities on science learning from the multimodal perspective

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Member takes

Implication

Key Points

Cite This Study

Investigating the impact of learning modes and instructional sequences of VR-integrated station activities on science learning from the multimodal perspective

Discussion

Member takes

Implication

Key Points

Cite This Study

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