Virtual reality technology,as a new form of education to assist teaching and learning,has attracted increasing and widespread attention,and learning attitude is one of the important factors to assess its effect.However,existing empirical studies are controversial at home and abroad as to wheth-er virtual reality technology promotes learning attitudes more than traditional forms of education and lacks systematic review arguments.To clarify the impact of virtual reality on learning attitudes,this paper,taking a meta-analytic approach,systematically analyzes 29 empirical research papers from international literature sources,exploring the moderating effects of regulating variables on the impact of virtual reality for learning attitudes in terms of the dimensions of discipline,academic segment,and duration.The results show that virtual reality technology has only a moderate positive effect on learning attitudes(total effect value g=0.666).The moderating variables show that there are significant differences for different disciplines in the effects of learning attitudes,while the effects for school levels are consistent with the Gaussian distribution of age;an optimal interval existed for the length of study,and the effect of learning attitudes is significant for the length of study of 1-6 weeks,while the moderating effect was basically absent for less than 1 week and greater than 6 weeks;there were differences in the effects of the type of virtual reality technology,but the type does not present a significant moderating effect.The study suggests that teaching based on virtual reality technology affecting learning attitudes should be optimized in terms of content designs,object selection,and allocation of lesson time,so as to effectively realize its efficacy in promoting learning attitudes.
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