Virtual Reality-Based or Assisted Learning and Academic Achievement: A Meta-Analytic Review
Virtual Reality-Based or Assisted Learning and Academic Achievement: A Meta-Analytic Review

Summary/Abstract: The aim of this study is to investigate the impact of VLR (Virtual Reality-Based Learning) on academic performance and to explore key factors that contribute to variations in students' academic achievement. Many empirical studies regarding the implementation of VRL and its effect on students’ academic achievement, such as attitude, motivation, ability in conceptual understanding, problem-solving, and creativity, and technical skills have been increasingly conducted in the three last decades. Of all studies, nevertheless, it can be revealed that VLR has an inconsistent effect on students’ academic achievement. Moreover, participants emerged as a key factor influencing variations in students' academic achievement in VLR, while other factors, including class size, educational level, and the duration of the intervention, learning environment, learning outcome, and scientific field did not differentiate students’ academic achievement in VLR. This study suggests that teachers or lecturers can utilize VLR as an effective strategy to improve students' academic performance. This study was carried out using a systematic review combined with meta-analysis. The findings of this study indicate that VLR has a moderately positive effect on students' academic performance, significantly improving their academic outcomes

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