The impact of virtual reality on L2 learning performance: A meta-analysis of effectiveness studies from 2015-2025

Abstract

Virtual reality (VR) has become a prominent tool in language education, enabling learners to engage with the target language in immersive and interactive contexts. Despite growing research on VR in language learning, few meta-analyses exist. This study examines its impact, with immersion level as a potential moderator.

Following PRISMA methodology, peer-reviewed studies and conference proceedings published between 2015 and 2025 were identified via Scopus and Web of Science. Preliminary findings suggest overall positive trends, though further analysis is needed to determine the potential of VR. This research contributes to understanding how technological affordances interact with learner characteristics and pedagogical approaches.