Research on the impact of immersive virtual reality (I-VR) technology on learning has become necessary with the decreasing cost of virtual reality technologies and the development of high-quality head-mounted displays. This meta-analysis investigates the overall effect size by combining the results of primary experimental studies that reveal the effect of I-VR on learning outcomes. Besides, effect sizes were calculated based on measuring moment, types of measurement, education level, the field of education, control group educational resources, and immersion type subgroups. One hundred five independent results were calculated from 48 primary studies published between 2016 and September 2020, including 39 randomized controlled trials and nine quasi-experimental studies. The sample size of primary studies includes 3179 students, 847 from K12, and 2332 from higher education. Random effects model was used in the calculation of effect size. As a result of the meta-analysis, it was determined that the overall effect size on the learning outcomes of I-VR was small (g = 0.38). Additionally, according to the subgroup analysis results, it was revealed that I-VR significantly differentiated effect size based on educational level, the field of education, and computer-based/traditional sources. There was no significant difference in terms of the other subgroups.

随着虚拟现实技术成本的降低和高质量头戴式显示器的发展，研究沉浸式虚拟现实（I-VR）技术对学习的影响变得很有必要。这项荟萃分析通过结合揭示 I-VR 对学习成果影响的初步实验研究的结果来调查整体效应大小。此外，根据测量时刻、测量类型、教育水平、教育领域、对照组教育资源和沉浸式亚组计算效果大小。根据 2016 年至 2020 年 9 月期间发表的 48 项初步研究计算出 105 项独立结果，其中包括 39 项随机对照试验和 9 项准实验研究。小学学习的样本量包括 3179 名学生，847 名来自 K12，来自高等教育的2332人。随机效应模型用于计算效应量。作为荟萃分析的结果，确定 I-VR 学习成果的总体影响很小（g  = 0.38）。此外，根据亚组分析结果显示，I-VR 显着区分了基于教育水平、教育领域和基于计算机/传统来源的效应大小。在其他亚组方面没有显着差异。