Unleashing the power of virtual learning environment: exploring the impact on learning outcomes through a meta-analysis

Abstract

ABSTRACT This study used meta-analysis to assess the impact of learning in Virtual Learning Environments (VLE) on cognitive and non-cognitive outcomes, analyzing 48 articles from 2000 to 2023. It also investigated how VLE types, research design, discipline, educational level, intervention duration, and learning methods influence these outcomes. The findings revealed that: (1) VLE significantly improved cognitive and non-cognitive outcomes with medium to large effect sizes, showing positive effects; (2) research design, educational level, intervention duration, and learning methods significantly moderated cognitive learning outcomes, while VLE types, intervention duration, and learning methods significantly moderated non-cognitive learning outcomes; (3) Both 2DVLE and 3DVLE significantly improved cognitive and non-cognitive outcomes, with 3DVLE excelling in non-cognitive gains. Quasi-experimental designs revealed VLEs more effectively enhance cognitive outcomes than experimental designs. VLEs significantly improved outcomes in both STEM and non-STEM areas, and optimally benefited non-cognitive outcomes in middle and college students, and cognitive outcomes in elementary and middle school students. The most effective cognitive outcomes were observed with interventions lasting under 24 hours to 6 months, and non-cognitive gains peaked with interventions from 1 to 4 weeks. Autonomous learning methods maximized VLEs’ impact on both outcome types. The study discusses limitations and identifies areas for further research.