The effects of immersive reality experiences on science learning: A meta-analysis

The purpose of this study is to conduct meta-analysis of findings from the quantitative studies concerned with the effectiveness of immersive reality applications on science achievements of students. This study employed a meta-analysis method which enabled the researcher to systematically review the quantitative findings of the studies concerns the very same issue that whether or not immersive reality applications affect science achievement. In this regard, total 1323 studies gathered through Ulusal Tez Merkezi, Google scholar, Scopus, ProQuest, SAGE Journals Online, Tylor & Francis, ScienceDirect, Türkiye Akademik Arşivi databases. Based on predetermined including criteria, only 32 research findings from 23 studies were included in the meta-analysis. Besides, the effects of some categoric moderator variables were tested to reveal their confounding effects, if any exists, on science achievement while using immersive reality applications in science lessons. Those variables are grade level in which the immersive reality applied, types of immersive reality application, branch of science where the immersive reality applied, and origin of the conducted studies. The study revealed that the mean effect size value of 32 findings was found at large effect level (Hedges' g = 0.89). Furthermore, the meta-analysis revealed that 32 effect sizes distributed heterogeneously (Q = 300.86, p = 0.000). Sub-group analyses showed that origin of the study has a statistically significant categoric moderator effect between immersive reality applications and students' science achievements (Q = 11.49, p = 0.001).