Abstract Virtual technology holds tremendous potential for cultivating students' perspective taking ability. It contributes to diminishing intergroup conflict and enhancing social harmony by facilitating students' understanding and adoption of an alternative perspective. This study used meta‐analysis to test the overall effect of virtual technology on students' perspective taking ability. A total of 20 experimental (quasi) studies (published between 2009 and 2024) that documented either a comparison between a group adopting virtual technologies (21 effect sizes in 15 studies) and a control group or a pre–post comparison (six effect sizes in five studies) were identified through the literature search. Utilizing a random effects model to compute effect sizes, the results revealed that virtual technology exerts a medium influence on perspective taking ability (Hedges' g = 0.505), with notable heterogeneity observed across the studies. Furthermore, the moderator analysis results indicated that virtual technology is more influential (a) on adult learners, (b) when adopted to teach declarative knowledge, (c) when offering visual clues feedback, (d) when combined with inquiry‐discovery or test assessment method, (e) when accompanied by observational learning and (f) when in an experimental period lasting 30–90 minutes. These findings provide beneficial insights for future research and practical applications aimed at adopting virtual technology to cultivate students' perspective‐taking ability. Practitioner notes What is already known about this topic? Virtual technology has been extensively incorporated into diverse educational scenarios to promote students' learning performance. Virtual technology has been considered a promising method for cultivating students' perspective taking ability, although it has not yet been substantiated through meta‐analysis. The application of virtual technology should be carefully designed to maximize its effect on students' perspective‐taking ability. What this paper adds? Virtual technology has a medium influence on students' perspective taking ability. Identifying four key moderators that significantly influence the effectiveness of virtual technology, including learner stages, knowledge types, teaching types and experimental periods. Identifying a moderator that marginally influences the effectiveness, that is, application forms. Implications for practice and/or policy Implement visual feedback mechanisms in virtual systems to scaffold PT ability development. Combine test assessment or inquiry‐discovery teaching with observational learning for declarative knowledge in virtual systems to enhance PT ability. Provide middle students with additional aids during virtual PT tasks.
Hu et al. (Thu,) studied this question.