Virtual and Augmented Reality Enhancements to Medical and Science Student Physiology and Anatomy Test Performance: A Systematic Review and Meta-Analysis     

Christian Moro  James Birt  Zane Stromberga  Charlotte Phelps  Justin Clark  Paul Glasziou  Anna Mae Scott 《Anatomical sciences education》2021,14(3):368-376

Virtual and augmented reality have seen increasing employment for teaching within medical and health sciences programs. For disciplines such as physiology and anatomy, these technologies may disrupt the traditional modes of teaching and content delivery. The objective of this systematic review and meta-analysis is to evaluate the impact of virtual reality or augmented reality on knowledge acquisition for students studying preclinical physiology and anatomy. The protocol was submitted to Prospero and literature search undertaken in PubMed, Embase, ERIC, and other databases. Citations were reviewed and articles published in full assessing learning or knowledge acquisition in preclinical physiology and anatomy from virtual or augmented reality were included. Of the 919 records found, 58 eligible articles were reviewed in full-text, with 8 studies meeting full eligibility requirements. There was no significant difference in knowledge scores from combining the eight studies (626 participants), with the pooled difference being a non-significant increase of 2.9 percentage points (95% CI [−2.9; 8.6]). For the four studies comparing virtual reality to traditional teaching, the pooled treatment effect difference was 5.8 percentage points (95% CI [−4.1; 15.7]). For the five studies comparing augmented reality to traditional teaching, the pooled treatment effect difference was 0.07 (95% CI [−7.0; 7.2]). Upon review of the literature, it is apparent that educators could benefit from adopting assessment processes that evaluate three-dimensional spatial understanding as a priority in physiology and anatomy. The overall evidence suggests that although test performance is not significantly enhanced with either mode, both virtual and augmented reality are viable alternatives to traditional methods of education in health sciences and medical courses.  相似文献   

学龄前儿童执行功能与注意缺陷多动症状的元分析:抑制控制和工作记忆的作用     

涂梦璐  刘奇  杨福义  王秋 《中国特殊教育》2021,(2)

注意缺陷多动障碍(ADHD)的执行功能缺陷理论已在学龄期儿童和青少年中被广泛证明,学龄前是执行功能发展的重要时期,学龄前儿童执行功能与ADHD症状的关系尚存争议。采用元分析的方法整合国内外近十年的文献,探讨学龄前儿童执行功能与ADHD症状的关系,并分析影响因素。通过文献检索,纳入符合要求的文献28篇,共70个有效数据,总样本量6238名。研究结果显示:学龄前儿童执行功能及其子成分均能够显著预测后期的ADHD症状;学龄前儿童执行功能与ADHD症状具有显著相关,进一步的调节效应显示,执行功能测量方式会显著影响执行功能与ADHD症状的关系;抑制控制、工作记忆均与注意缺陷和多动症状显著相关,其中工作记忆与注意缺陷相关度最高。  相似文献   

The conduct and reporting of intervention studies     

Barak Rosenshine 《Educational Psychology Review》1994,6(3):245-254

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Effects of cognitive learning strategies for Korean learners: A meta-analysis     

Dongil Kim  Boong-nyun Kim  Kijyung Lee  Joong-kyu Park  Sungdoo Hong  Hyoungsoo Kim 《Asia Pacific Education Review》2008,9(4):409-422

The purpose of this study was to synthesize the cognitive learning strategy intervention studies conducted in Korea between 1990 and 2006, using meta-analysis. By means of pre-established systematic criteria, 50 articles were selected and 97 effect sizes were calculated. Effect size was calculated using ‘the Cohen’s d’ (Cooper &; Hedges, 1994). The research questions of the present study were as follows: (a) Are cognitive learning strategies generally effective? (b) What type of cognitive learning strategy is most effective? (c) Are effect sizes of different types of cognitive learning strategies different according to the applied domains, grade levels, and achievement levels? The results of the study indicate that, first of all, the overall cognitive learning strategies (97 ESs) yielded a large effect size (ESsm=.96), which was not homogenous (Q=55.19,p <.05). Thus, in each subcategory of learners’ characteristics and applied domains, we calculated effect sizes and conducted the test of homogeneity separately. Except for grade level, the effect sizes were generally homogenous in each subcategory. The findings revealed that cognitive strategies had large effect sizes (.82–1.69). For average achieving students as well as underachieving students (Learning Disabilities), cognitive learning strategies were very effective (.82–1.42). The effect of cognitive learning strategies was very large in terms of students in all grades (1.02–1.34), except for middle school students (.70). Lastly, the implications for the application of different cognitive learning strategies were discussed.  相似文献   

Inclusion of students with disability in physical education: a qualitative meta-analysis     

Tessa Pocock 《International Journal of Inclusive Education》2018,22(7):751-766

Inclusive physical education (PE) for students with disability (SWD) evolved in line with ethical requirements and stakeholder morality. While inclusive PE is embraced at a conceptual level and desired at the classroom level, the complexity of successful implementation often remains overlooked in policy and curriculum guidelines. Qualitative studies on inclusive PE are generally small-scale, context-specific and limited in applicability to other settings, while current narrative reviews may indiscriminately select qualitative findings. To overcome existing limitations and extend understanding of world-wide teaching and learning experiences within inclusive PE, we conducted qualitative meta-analysis to systematically synthesise primary qualitative findings into secondary interpretations. First, 7 electronic databases were systematically searched to identify peer-reviewed articles published between 2000 and 2016. Of 672 identified records, 12 met pre-set inclusion criteria. Second, an inductive-deductive hybrid analysis approach revealed two major and eight minor themes. Overall, themes indicated physical educators conceptually embraced inclusive PE with a creative outlook for collaboration, knowledge and support. Cooperative and supportive efforts between physical educators, SWD, parents and teacher aides are valued in creating PE environments that effectively respond to learner diversity. While access to practical teaching guidance remains scarce, this study may contribute to physical educator practice.  相似文献   

资金支持政策对创业影响的Meta分析研究     

王福鸣  董正英 《研究与发展管理》2018,30(3):133-144

资金支持政策作为创业支持政策的一种重要的政策手段对创业有着深刻的影响.本文将资金支持政策对创业的影响分为对创业活动的促进和对创业绩效的提升两方面分别研究,基于总样本量达282334的66个独立的研究结果,运用Meta分析的方法综合定量分析资金支持政策和创业之间的关系.结果表明,资金支持政策对创业活动和创业绩效均有显著正向影响.同时,通过Meta回归分析发现： 创业精神和行业属性对资金支持政策和创业活动之间的关系没有显著的调节作用,但是在消除发表偏倚之后对资金支持政策和创业绩效之间的关系有显著的调节作用;在高科技行业中,创业精神越强,资金支持政策对创业绩效的提升越明显.  相似文献   

Sexual Content in Music and Its Relation to Sexual Attitudes and Behaviors among Consumers: A Meta-Analytic Review     

Chrysalis L. Wright  Brittany Centeno 《Communication quarterly》2018,66(4):423-443

While previous research has documented a relation between sexual content in music and the sexual attitudes and behaviors of consumers, to date, there are no meta-analytic reviews of the literature, making our meta-analysis the first in this area. Results from 26 studies indicated that sexual content in music had a significant effect on sexual attitudes and behaviors, with both music format and genre being significant contributors. Additionally, participant ethnicity, sex, age, location, and study design were found to be significant moderators. Theoretical implications are discussed, along with suggestions for future research.  相似文献   

基于元分析技术的IT-业务融合与企业绩效关系研究     

毕新华  顾美玲  曹越 《科技管理研究》2017,(9)

IT-业务融合问题一直是信息系统领域研究的热点话题。一方面,许多学者直接将IT-业务融合能够提升企业绩效这一结论作为研究的潜在假设;另一方面,有研究提出"融合悖论",认为IT-业务融合会使企业陷入"刚性陷阱"。那么,IT-业务融合与企业绩效之间的关系到底是怎样的?利用元分析技术对二者关系进行定量综合分析,并探寻这一影响关系的边界条件。分析结果显示,IT-业务融合显著地正向影响企业绩效(r=0.398),同时二者间关系受到融合的测量方式、数据调查方法和研究年份的调节作用;行业和企业规模的影响关系尚不明朗,需要进一步验证。  相似文献   

产品创新与企业绩效关系之Meta分析   总被引：5，自引：1，他引：4       下载免费PDF全文

姚山季  王永贵  贾鹤 《科研管理》2009,30(4)

摘要：产品创新与企业绩效之间关系的研究结果存在明显差异。在检索主要的学术数据库中关于产品创新与企业绩效之间关系研究文献的基础上,利用在管理研究领域日益受到关注的Meta分析对二者之间关系进行了定量的综合分析。不仅包括文献的同质性检验,还对产品创新与企业绩效之间的相关关系进行了Meta分析,同时对影响二者之间关系的可能调节因素进行了探索性分析。  相似文献   

基于元分析的国内隐性知识管理研究特征分析     

高鹏  安立仁 《未来与发展》2010,(8):81-86

本文利用元分析法,对2003-2009年发表在CSSCI索引目录中29种管理类期刊上的隐性知识管理的论文进行分析,沿着研究主题、参考学科、研究方法和分析层次4个维度发现目前我国隐性知识管理的研究特征,揭示了我国隐性知识管理的研究现状和存在问题,为隐性知识管理的研究与发展提供了参考依据。  相似文献