Virtual learning simulations in high school: Effects on cognitive and non-cognitive outcomes and implications on the development of STEM academic and career choice
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The present study compared the value of using a virtual learning simulation compared to traditional lessons on the topic of evolution, and investigated if the virtual learning simulation could serve as a catalyst for STEM academic and career development, based on social cognitive career theory. The investigation was conducted using a crossover repeated measures design based on a sample of 128 high school biology/biotech students. The results showed that the virtual learning simulation increased knowledge of evolution significantly, compared to the traditional lesson. No significant differences between the simulation and lesson were found in their ability to increase the non-cognitive measures. Both interventions increased self-efficacy significantly, and none of them had a significant effect on motivation. In addition, the results showed that the simulation increased interest in biology related tasks, but not outcome expectations. The findings suggest that virtual learning simulations are at least as efficient in enhancing learning and self-efficacy as traditional lessons, and high schools can thus use them as supplementary educational methods. In addition, the findings indicate that virtual learning simulations may be a useful tool in enhancing student's interest in and goals toward STEM related careers.
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Most previous studies that have compared simulations to more conventional learning methods report a positive main effect of media on self-efficacy.
“Most previous studies that have compared simulations to more conventional learning methods report a positive main e ff ect of media on self-e ffi cacy (Makransky et al., 2016; Thisgaard & Makransky, 2017).”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Thisgaard & Makransky, 2017
The Discussion (Cognitive and Non-cognitive Outcomes of the Two Interventions; page unavailable) says the simulation’s increase in self-efficacy aligns with previous research. But the Results (Research Question 2; page unavailable) find no significant difference in self-efficacy gains between the simulation and traditional lesson. The paper therefore supports increases following simulations, not the claimed positive comparative main effect or the assertion that most previous studies found one. (LLM, conf=0.85)
Experimental — accuracy not yet measuredSeveral studies have argued that VR simulations result in a significant increase in self-efficacy by allowing students to actively interact with the virtual environment.
“Several studies have argued that VR simulations result in a signi fi cant increase in self-e ffi cacy by allowing students to actively interact with the virtual environment (Makransky et al., 2016; Parong & Mayer, 2018; Thisgaard & Makransky, 2017; Thompson & Dass, 2000).”
From Investigating the effect of pre-training when learning through immersive virtual reality and video: A media and methods experiment (2019) · cites this paper as Thisgaard & Makransky, 2017
The Results (Research Question 2; page not supplied) report a small, statistically significant increase in high-school students’ self-efficacy after the virtual learning simulation. The Introduction suggests positive learning experiences and performance feedback as reasons simulations may increase self-efficacy, but the paper does not establish that active interaction with the virtual environment caused the increase. (LLM, conf=0.87)
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Cited by
Sorted by citations
Makransky, G., & Lilleholt, L. (2018) · Educational Technology Research and Development · doi:10.1007/s11423-018-9581-2 · Cited by 796 · see citing works
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- Authors
- Thisgaard, M., & Makransky, G.
- Affiliations
- University of Southern Denmark (DK)
- Corresponding author
- Makransky, Guido
- ORCID
- Makransky, Guido
- Venue
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Published
- 2017-05-30
- Volume
- 8
- Pages
- 805-805
- ISSN
- 1664-1078 (ISSN-L)
- PMC
- PMC5447738
- OpenAlex
- W2618380872
- Cited by
- 91
- References
- 7
- Citations by year
- 2026: 8 · 2025: 13 · 2024: 11 · 2023: 13 · 2022: 11 · 2021: 12 · 2020: 11 · 2019: 8 · 2018: 2 · 2017: 2
- FWCI
- 22.40
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- cc-by
- Locations
- Frontiers in Psychology (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Research at the University of Copenhagen (University of Copenhagen) (publishedVersion, cc-by)
- University of Southern Denmark Research Portal (University of Southern Denmark) (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Markedsmodningsfonden
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Education › Innovative Teaching Methodologies in Social Sciences
- Keywords
- evolution education, high school biology, STEM career choice, social cognitive career theory, self-efficacy, student motivation, outcome expectations, non-cognitive outcomes
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