How can students in a large classroom benefit from virtual reality (VR)-based instruction despite limited equipment? Group debriefing based on observed VR experiences provides a potential solution. This study employed a two-by-two factorial design to empirically investigate the feasibility and effectiveness of debriefing and types of VR experiences on enhancing VR learning outcomes. Second and third graders (n = 150) were randomly assigned to one of the four VR learning conditions: (1) performing individually with individual debriefing, (2) performing individually with no debriefing, (3) observing in a group with group debriefing, and (4) observing in a group with no debriefing. Study results reported moderate effect sizes of debriefing on increasing knowledge test as well as performance scores of the VR learners but revealed no significant difference between direct and observed VR learning experiences. The findings reveal that students can benefit from vicarious VR learning experiences if an instructional component of debriefing is provided in educational practice.

尽管设备有限，大教室中的学生如何从基于虚拟现实 (VR) 的教学中受益？基于观察到的 VR 体验的小组汇报提供了一种潜在的解决方案。本研究采用 2×2 因子设计来实证研究汇报和 VR 体验类型在增强 VR 学习成果方面的可行性和有效性。二年级和三年级学生 (n = 150) 被随机分配到四种 VR 学习条件之一：(1) 单独表演，有个人汇报，(2) 单独表演，没有汇报，(3) 在小组中观察，有小组汇报， (4) 分组观察，不进行汇报。研究结果报告了汇报对增加知识测试以及 VR 学习者的表现分数的中等影响大小，但显示直接和观察 VR 学习体验之间没有显着差异。研究结果表明，如果在教育实践中提供汇报的教学部分，学生可以从替代性 VR 学习体验中受益。