A Three-Level Meta-Analytic Review of Research on Virtual Field Trips and Their Contribution to Students' Academic Achievement
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| Title: | A Three-Level Meta-Analytic Review of Research on Virtual Field Trips and Their Contribution to Students' Academic Achievement |
|---|---|
| Language: | English |
| Authors: | Ayhan Koçoglu, Sayed Masood Haidari (ORCID |
| Source: | Education and Information Technologies. 2025 30(9):12735-12763. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education Postsecondary Education |
| Descriptors: | Meta Analysis, Computer Simulation, Field Trips, Academic Achievement, Elementary Secondary Education, Postsecondary Education, Effect Size |
| DOI: | 10.1007/s10639-025-13334-w |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Several primary studies have documented the positive effect of virtual field trips on students' academic achievement, while others have reported inconsistent results. Therefore, this three-level meta-analysis examined the effect of virtual field trips on the academic achievement of students from primary to tertiary education levels, addressing the inconsistencies in primary research findings. Of 382 records identified through an extensive literature search, 33 studies with 47 dependent effect sizes based on data from 4296 students were deemed eligible for inclusion in the analysis. The analysis yielded a large and positive effect size on average (g = 1.36, 95% CI [0.99, 1.73]), with significant within and between-study variance. Among the several categorical moderators examined, none of them significantly accounted for this effect size variability. Overall, the study concluded that virtual field trips may positively contribute to students' academic achievement despite having varying effects yielded by primary studies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475114 |
| Database: | ERIC |
| Abstract: | Several primary studies have documented the positive effect of virtual field trips on students' academic achievement, while others have reported inconsistent results. Therefore, this three-level meta-analysis examined the effect of virtual field trips on the academic achievement of students from primary to tertiary education levels, addressing the inconsistencies in primary research findings. Of 382 records identified through an extensive literature search, 33 studies with 47 dependent effect sizes based on data from 4296 students were deemed eligible for inclusion in the analysis. The analysis yielded a large and positive effect size on average (g = 1.36, 95% CI [0.99, 1.73]), with significant within and between-study variance. Among the several categorical moderators examined, none of them significantly accounted for this effect size variability. Overall, the study concluded that virtual field trips may positively contribute to students' academic achievement despite having varying effects yielded by primary studies. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-025-13334-w |
