Meta-analysis of the Effect of the Integration of Immersive Technologies on Learning in Primary Education
DOI:
https://doi.org/10.18861/cied.2025.16.2.4052Keywords:
augmented reality, virtual reality, learning, academic achievement, primary educationAbstract
Immersive technologies such as augmented reality and virtual reality have progressively gained research interest in education. Although they have been around for a few decades, their integration into classrooms has recently become feasible due to the decrease in associated costs and the development of high-quality displays. To determine the effect of immersive technologies on academic achievement, this study conducted a meta-analysis, following PRISMA statement guidelines for the article search and using the MAJOR module of the JAMOVI software for data analysis. The search was performed in the Web of Science, Scopus, and ERIC databases, covering the period between 2018 and 2023. The sample consisted of 18 articles that met the established inclusion criteria. The results show significantly higher learning when immersive technologies are integrated, as opposed to traditional strategies. Future research should examine the effect of technologies on attitudes towards learning, emotions, academic engagement, and 21st century skills.
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