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<p>Chemistry is a natural science that explores the composition, structure, and transformations of matter. Technological innovations have transformed both teaching methods and learning processes. To explore the transformative potential of virtual technologies in chemistry education, this study conducted a meta-analysis to assess their impact on student learning effectiveness. Through literature search and screening, 29 studies were obtained, including 63 effect sizes and 3,347 participants. &#xa0;Due to the presence of multiple effect sizes in some studies, a three-level meta-analysis model was constructed. The results show that virtual technologies have a moderate positive effect on chemistry learning (<i>g</i> = 0.385, 95% <i>CI</i> [0.138,0.632]), indicating their significant impact on improving student learning outcomes in chemistry. These studies were also coded to examine the moderating effects of their characteristics (virtual form, educational stage, learning content, student grouping, and control group treatment) on outcome measures. The moderation analysis results reveal that the educational stage significantly moderates the effectiveness of virtual technologies, with secondary school students benefiting more than university students. While other moderating variables, such as virtual form (e.g., AR showing higher effectiveness), learning content (e.g., inorganic chemistry outperforming), student grouping (e.g., small groups of 2–4 students performing better), and control group treatment (e.g., virtual technologies demonstrating greater effectiveness compared to traditional instruction), were not significant, their observed trends suggest potential variations that warrant further investigation. These findings offer valuable guidance for integrating virtual technologies into chemistry education.</p>

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Learning effectiveness of virtual technologies in chemistry using a three-level meta-analysis

  • 期刊论文

  • 发表日期：

    2025年1月31日

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  • Qianwen Song,
  • Meng Li,
  • Zhan Zhang,
  • Qing Zhou

摘要

Chemistry is a natural science that explores the composition, structure, and transformations of matter. Technological innovations have transformed both teaching methods and learning processes. To explore the transformative potential of virtual technologies in chemistry education, this study conducted a meta-analysis to assess their impact on student learning effectiveness. Through literature search and screening, 29 studies were obtained, including 63 effect sizes and 3,347 participants.  Due to the presence of multiple effect sizes in some studies, a three-level meta-analysis model was constructed. The results show that virtual technologies have a moderate positive effect on chemistry learning (g = 0.385, 95% CI [0.138,0.632]), indicating their significant impact on improving student learning outcomes in chemistry. These studies were also coded to examine the moderating effects of their characteristics (virtual form, educational stage, learning content, student grouping, and control group treatment) on outcome measures. The moderation analysis results reveal that the educational stage significantly moderates the effectiveness of virtual technologies, with secondary school students benefiting more than university students. While other moderating variables, such as virtual form (e.g., AR showing higher effectiveness), learning content (e.g., inorganic chemistry outperforming), student grouping (e.g., small groups of 2–4 students performing better), and control group treatment (e.g., virtual technologies demonstrating greater effectiveness compared to traditional instruction), were not significant, their observed trends suggest potential variations that warrant further investigation. These findings offer valuable guidance for integrating virtual technologies into chemistry education.