A meta‐analysis and systematic review of the effect of virtual reality technology on users' learning outcomes

Abstract With the rapid development of science and technology, virtual reality (VR) technologies have obtained great popularity in education, coupled with many studies on the effect of VR technologies on learning outcomes. However, few studies have systematically summarized their effect on educational outcomes. This study systematically and meta‐analytically examined the effect of VR technologies on educational outcomes using Stata 14.0. The researchers reviewed 43 empirical VR studies in education, ranging from 1993 to 2020, in high‐impact journals of educational technology. Researchers included the subgroups such as VR users' learning outcomes consisting of intellectual skills, cognitive strategies, attitudes, motor skills, and educational levels of participants, as well as countries or regions where the sample was recruited. It is found that VR technologies can positively influence learning outcomes in education, improve learning outcomes across the world except Europe, and facilitate learning outcomes at different educational levels except the primary school level. Future designers and teachers should attempt to stimulate their learning interest in the VR‐based approach by integrating interesting components into VR technologies. Future design of VR‐based approach can also attach enough importance to motivation and satisfaction of learners, construction of VR labs in education, and the impacts of VR on students.