【作 者】：
张金莹， 杨现民， 胡永斌
【关 键 词 】：
虚拟实验； 具身认知； 具身程度； 学习效果； 元分析
【栏 目】：
学科建设与教师发展
【中文摘要】：
具身程度是虚拟实验设计和应用的关键要素。虚拟实验的具身程度如何划分，不同具身程度对虚拟实验学习效果有何影响，这些问题至今鲜有研究。本研究首先基于具身认知理论和“经验之塔”理论，将虚拟实验划分为高具身、中具身、低具身三种级别。然后，采用元分析方法，对国内外36篇期刊论文的77项实验与准实验数据进行量化分析。研究发现：（1）虚拟实验对大学生的学习效果有中等偏上的正向促进作用；（2）虚拟实验的应用效果受调节变量（学科类型、知识类型、具身程度）的影响而存在差异；（3）高具身虚拟实验在医学和工学等学科中的应用效果更好，有利于程序性知识与陈述性知识的学习，对大学生非认知能力的发展有显著影响；（4）中具身虚拟实验在医学等学科中的应用效果更好，有利于陈述性知识的学习，对大学生认知能力的发展有显著影响；（5）低具身虚拟实验在工学和教育学中的应用效果较好。
【英文摘要】：
The Degree of Embodiment is a key factor in the design and application of virtual experiments. How is the degree of embodiment of virtual experiments classified? What is the influence of different degrees of embodiment on learning effect of virtual experiments? These issues have rarely been studied so far. In this study, based on the theories of embodied cognition and the "Tower of Experience," virtual experiments are divided into three levels: high embodiment, medium embodiment, and low embodiment. Then, a meta-analysis is used to quantitatively analyze the data of 77 experiments and quasi-experiments from 36 journal articles at home and abroad. It is found that (1) virtual experiments have a moderately positive effect on the learning effect of college students. (2) The application effect of virtual experiments varies by the moderating variables (subject type, knowledge type, and degree of embodiment).