In recent years, virtual reality (VR) and game-based learning environments have gained increasing attention in language learning and teaching research. These technologies provide immersive and interactive learning experiences, yet their effectiveness in enhancing learning performance remains debated (Dhimolea et al., 2022). While systematic literature reviews have synthesized research on this topic (e.g., Haoming Parmaxi, 2023; Dhimolea et al., 2022) no meta-analysis has yet been conducted so far. To address this gap, this paper reports on a meta-analysis of interventional studies examining the impact of VR- and game-based learning environments on L2 learners’ performance. This meta-analysis, which follows PRISMA Methodology, includes peer-reviewed studies and conference proceedings published between 2015 and 2025, retrieved from Scopus and ERIC, ensuring a comprehensive and up-to-date synthesis of empirical research in the field. Beyond assessing overall effectiveness, the study investigates the cognitive, affective, and contextual factors that modulate the impact of VR and Game-Based Learning on L2 Learning Performance. By synthesizing findings from multiple studies, it aims to provide a comprehensive overview of immersive learning technologies in L2 education. The results will contribute to a deeper understanding of how technological affordances interact with learner characteristics and pedagogical approaches, offering valuable insights for both research and educational practice.
Devroede et al. (Wed,) studied this question.