As an interactive simulation technology with multi-source information fusion, virtual technology can be used to create learning scenarios, enhance the learning experience, and promote teaching innovation. However, there is no unanimous answer whether virtual technology can effectively improve students' creativity. Therefore, this study adopted a meta-analysis method to analyze 62 experimental (quasi) studies published in international journals between 2014 and 2023 to examine the Impact of Virtual Technology-Based Teaching on Student Creativity. The results found that: 1) Virtual technology has a moderately positive impact on students' creativity (the combined effect size is 0.596), and there is no significant difference in innovative thinking, innovative practical ability, innovative personality quality, and other aspects; 2) Compared with other learning levels, teaching based on virtual technology had the best effect on the creativity of school-age children; 3) Virtual technology could stimulate students' creativity more when applied to the teaching of declarative knowledge than the teaching of procedural knowledge; 4) The use of virtual technology combined with inquiry-discovery and task-driven methods had a more positive impact on creativity; 5) Compared with observational learning and social learning, operational learning had a more improving effect on students' creativity; 6) The use of detailed explanations and true-false feedback in teaching based on virtual technology was more optimistic for the development of students' creativity; 7) Distributed virtual reality and augmented reality had a higher degree of impact on student creativity than other virtual technologies. These analyses provide a reference for future research and practice of using virtual technology to enhance students' creativity.

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虚拟技术对学生创造力的影响：荟萃分析

虚拟技术作为一种多源信息融合的交互式仿真技术，可以用来创建学习场景，增强学习体验，促进教学创新。然而，虚拟技术能否有效提高学生的创造力，目前还没有一致的答案。因此，本研究采用荟萃分析的方法，分析了2014年至2023年间在国际期刊上发表的62项实验（准）研究，以考察基于虚拟技术的教学对学生创造力的影响。结果发现：1）虚拟技术对学生创造力有适度正向影响（综合效应大小为0.596），在创新思维、创新实践能力、创新人格品质等方面没有显着差异； 2）与其他学习水平相比，基于虚拟技术的教学对学龄儿童的创造力效果最好； 3）虚拟技术应用于陈述性知识的教学比应用于程序性知识的教学更能激发学生的创造力； 4）虚拟技术的使用结合探究发现和任务驱动方法对创造力有更积极的影响； 5）与观察性学习和社会性学习相比，操作性学习对学生创造力的提升作用更大； 6）基于虚拟技术的教学中采用详细的讲解和真假反馈更加有利于学生创造力的发展； 7）分布式虚拟现实和增强现实对学生创造力的影响程度高于其他虚拟技术。这些分析为今后利用虚拟技术增强学生创造力的研究和实践提供了参考。