Virtual reality (VR) head-mounted displays (HMDs) offer an immersive learning experience that could replicate real-life training. Our review identifies and critically analyses studies of interventions designed to provide procedural training via these media and to test learning outcomes associated with these interventions. We undertook a systematic search of the literature published between January 2013 and March 2023 related to immersive procedural training interventions using HMDs. Our search methods and protocol were guided by the PRISMA framework. Thirty-three studies fulfilled the broader inclusion criteria, while 23 fit the stricter criteria of measuring a procedural learning outcome. Studies were categorized into three broad types: design or usability studies, media comparisons, and value-added research. Learning environments were divided into 360° video representations, serious games, and simulations. Learning outcomes included knowledge gain, retention, and transfer. A subset of 16 study results that fit the criteria to be included in the meta-analysis show a significant positive medium effect size overall of immersive procedural training on learning outcomes as compared to less immersive environments. Knowledge transfer outcomes show the largest effect sizes. Our systematic review of the literature highlights the richness and diversity of existing studies. We find strong support for immersive procedural training and suggest an important role for embodied cognition in maximizing learning outcomes. However, we also find a lack of consistency in intervention design, measured outcomes, and terminology among studies. In the future, more studies using experimental research designs on similar types of applications and outcome measures are needed to rigorously test these trends.

中文翻译：

---

虚拟现实中的沉浸式程序训练：系统文献综述


虚拟现实 (VR) 头戴式显示器 (HMD) 提供可复制现实生活训练的沉浸式学习体验。我们的审查确定并批判性地分析了旨在通过这些媒体提供程序培训并测试与这些干预措施相关的学习成果的干预措施的研究。我们对 2013 年 1 月至 2023 年 3 月期间发表的与使用 HMD 进行沉浸式程序训练干预相关的文献进行了系统检索。我们的搜索方法和协议以 PRISMA 框架为指导。 33 项研究满足更广泛的纳入标准，而 23 项研究符合衡量程序性学习成果的更严格标准。研究分为三大类：设计或可用性研究、媒体比较和增值研究。学习环境分为360°视频展示、严肃游戏和模拟。学习成果包括知识获取、保留和转移。符合纳入荟萃分析标准的 16 项研究结果的子集显示，与非沉浸式环境相比，沉浸式程序训练对学习成果总体上具有显着的正中值效应。知识转移结果显示出最大的效应量。我们对文献的系统回顾凸显了现有研究的丰富性和多样性。我们发现沉浸式程序训练得到了强有力的支持，并提出了具身认知在最大化学习成果方面的重要作用。然而，我们还发现研究之间的干预设计、测量结果和术语缺乏一致性。 未来，需要对类似类型的应用和结果测量使用实验研究设计进行更多研究，以严格测试这些趋势。