With the availability of low‐cost high‐quality head‐mounted displays (HMDs) since 2013, there is a growing body of literature investigating the impact of immersive virtual reality (IVR) technology on education. This meta‐analysis aims to synthesize the findings on the overall effects of IVR using HMDs compared to less immersive desktop virtual reality (DVR) and other traditional means of instruction. A systematic search was carried out on the literature published between 2013 and 2019. Thirty‐five randomized controlled trials (RCTs) or quasi‐experimental studies were identified. We conducted an analysis using the random effects model (REM) to calculate the pooled effect size. The studies were also coded to examine the moderating effects of their characteristics, such as learner stage, learning domain, learning application type, testing format, control group treatment and learning duration, on the outcome measure. The results showed that IVR using HMDs is more effective than non‐immersive learning approaches with a small effect size (ES = 0.24). The key findings of the moderator analysis were that HMDs have a greater impact (a) on K‐12 learners; (b) in the fields of science education and specific abilities development; (c) when offering simulation or virtual world representations; and (d) when compared with lectures or real‐world practices. The meta‐analysis also suggested that HMDs can improve both knowledge and skill development, and maintain the learning effect over time.

中文翻译：

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使用头戴式显示器进行沉浸式虚拟现实对学习成绩的有效性：荟萃分析

自2013年以来，随着低成本高质量头戴式显示器（HMD）的问世，越来越多的文献研究沉浸式虚拟现实（IVR）技术对教育的影响。这项荟萃分析的目的是与使用沉浸式桌面虚拟现实（DVR）和其他传统教学方法相比，使用HMD来综合IVR总体效果的发现。对2013年至2019年间发表的文献进行了系统的检索。共鉴定了35项随机对照试验（RCT）或准实验研究。我们使用随机效应模型（REM）进行了分析，以计算合并效应的大小。还对研究进行了编码，以检验其特征的调节作用，例如学习者阶段，学习领域，学习应用类型，测试格式，对照组的治疗和学习时间长短，取决于结果。结果表明，使用HMD的IVR比非沉浸式学习方法更有效，且效果较小（ES  = 0.24）。主持人分析的主要发现是：HMD对K-12学习者的影响更大（a）。（b）在科学教育和特殊能力发展领域；（c）提供模拟或虚拟世界表示时；（d）与讲座或现实世界的实践相比。荟萃分析还表明，HMD可以改善知识和技能发展，并随着时间的推移保持学习效果。