【作 者】：
罗 恒， 冯秦娜， 李格格， 李文昊
【关 键 词 】：
虚拟现实； 基础教育； 实证研究； 研究综述； 技术特性； 教学设计
【栏 目】：
学习环境与资源
【中文摘要】：
近年来，虚拟现实技术在基础教育领域得到了越来越广泛的应用，涌现出了大量的理论研究和实证研究。为了总结过去20年（2000—2019）虚拟现实技术在基础教育领域的研究发现和发展趋势，文章采用系统性文献综述法，选取了以EBSCO数据库为主的60篇高质量实证研究，对论文内容进行深度阅读并从研究情境、技术特性、教学设计和效果评价四个维度开展编码分析。研究表明虚拟现实技术在基础教育的应用周期较短，且多在半沉浸式VR学习环境中开展, 头戴式显示器的使用近十年来有较大提升。此外，VR环境中的学习过程缺乏必要的教学指导，教学评价仍沿用传统评价方式，教学策略不分学段均以探究式学习为主，且只有少数文献汇报了教学效果的效应量。基于综述结果，文章提出了在基础教育中有效开展虚拟现实教学的对策和建议。
【英文摘要】：
In recent years, virtual reality technology (VR) has been widely applied in the field of K-12 education, and a large number of theoretical and empirical studies have emerged as a result. To summarize the research findings and development trends of VR technology in K-12 education in the past 20 years (2000-2019), this study conducts a systematic literature review and selects a total of 60 high-quality empirical studies from the EBSCO database for further reading and systematic coding from the aspects of research context, technology, pedagogy, and effect. The study results reveal that most VR interventions in K-12 settings last for relatively short period of time and are implemented with semi-immersive VR learning environment, and the use of head-mounted displays has witnessed an increase in last decade. In addition, the learning process in VR environment lacks proper scaffolding, teaching evaluation still follows the traditional ones, teaching strategies are based on inquiry-based learning regardless of the learning period, and only a few studies publish the effect size of teaching effect. Based on the research findings, this study proposes some countermeasures and suggestions for the effective implementation of VR teaching in K-12 education.