Virtual reality (VR) and augmented reality (AR) have been increasingly used to support museum learning by creating engaging and appealing learning experiences. However, there is a lack of meta-analytic reviews of empirical studies in this field. This study reviewed 51 relevant studies to investigate (a) the situations in which AR and VR have been applied in museum learning (RQ1) and (b) how AR and VR are incorporated in museum learning (RQ2), and conducted a meta-analysis of 17 studies to examine the effects of these technologies on learning achievement (RQ3). The results reveal that AR and VR have been mostly used in science, arts, and history museums to support the learning of science and art with a focus on conceptual knowledge. Second, they were often used to superimpose supplementary materials onto physical exhibits, dynamically visualize complex phenomena or concepts, and simulate virtual exhibition and narrative scenarios. Mobile devices were more commonly used than head-mounted displays (HMDs) and others. Third, AR and VR have significant positive effects on academic achievement (ES = 0.45) and perceptions (ES = 0.59) in museum learning. A number of suggestions for future research arose from this review.

虚拟现实 (VR) 和增强现实 (AR) 通过创造引人入胜的学习体验，越来越多地用于支持博物馆学习。然而，缺乏对该领域实证研究的元分析评论。本研究回顾了 51 项相关研究，调查 (a) AR 和 VR 在博物馆学习中应用的情况 (RQ1) 和 (b) AR 和 VR 如何融入博物馆学习 (RQ2)，并进行了元分析17 项研究，以检查这些技术对学习成绩的影响 (RQ3)。结果表明，AR 和 VR 主要用于科学、艺术和历史博物馆，以支持科学和艺术的学习，重点是概念知识。其次，它们通常用于将补充材料叠加到实物展品上，动态可视化复杂现象或概念，模拟虚拟展览和叙事场景。移动设备比头戴式显示器 (HMD) 和其他设备更常用。第三，AR 和 VR 对博物馆学习中的学术成就（ES = 0.45）和感知（ES = 0.59）具有显着的积极影响。这篇综述对未来的研究提出了一些建议。