Virtual reality provides learners with an opportunity to run through situations that could not be accessed in the real world, which makes this technology an attractive alternative or a supplement to conventional instruction. This integrative review sought to bring together the impacts of immersive interventions on post-compulsory student learning performance. Nine empirical studies resulted from the screening process on the basis of eligibility criteria. Overall, there was a low to moderate mean effect size using a random-effects model (Hedge’s g = 0.31 [-0.27, 0.90], p = 0.218) for the application of high-immersion activities to education. As in previous reviews on the topic, considerable variance in the effect sizes was detected, thus precluding conclusive statements on the effectiveness of virtual educational simulations for accelerating learning outcomes in post-secondary settings. Some implications of the analysis for the educational practice are provided.

The objective of this research was to identify the overall effectiveness of mobile-based interventions on the learning performance of tertiary education students. Besides, the paper sought to contour common variables across eligible studies that might have favoured learning achievement. A meta-analysis of the impacts of ubiquitous learning interventions on academic outcomes over 12 years (2010–2021) was carried out, in which 12 experimental and quasi-experimental studies were analysed. A random-effects model yielded the overall standardised mean difference of .52 [.37 to .67] in favour of mobile learning environment, which is a moderate effect size. Common facilitators of achievement as distinguished by experimenters and participants were commendable multimedia design, diversified content, the opportunity for relevant interaction with teachers and peers, as well as flexibility and accessibility of learning activities due to handheld devices. These findings suggest the potential of mobile-assisted interventions in contributing to student educational outcomes. This study summarises the extant literature to some degree thus advancing the investigation into the effectiveness and expediency of mobile technologies in higher education.