This study evaluates the effectiveness of Extended Reality (XR) technologies, including Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), on student achievement in science education. Despite the increasing integration of immersive tools in classrooms, a comprehensive comparative synthesis remains limited. To address this gap, three parallel meta-analyses were conducted on 218 unique studies, yielding 225 independent effect sizes, published between January 2000 and June 2021. Following PRISMA guidelines, a systematic search was performed across major electronic databases and academic repositories. Statistical analysis using random-effects models revealed that all three technologies significantly enhanced student academic achievement, with AR and VR showing more pronounced impacts compared to the emerging domain of Mixed Reality. However, high levels of heterogeneity across the results indicate that the success of these tools appears to be highly context-dependent. Moderator analyses suggest that effectiveness varies significantly according to subject discipline, educational level, and specific instructional design features such as simulation types and gamification. These findings were interpreted through the lenses of Cognitive Load Theory, the Gartner Hype Cycle, and Embodied Learning. The results provide robust evidence for the transformative potential of XR in science instruction while highlighting the necessity of sound pedagogical and contextual planning for successful classroom implementation.
Özaşkın-Arslan et al. (Fri,) studied this question.