# Virtual Reality or Videoconferencing for Online Learning? Evidence from Comparative Meta-Analyses
## 2 Literature Review
### Online Learning Supported by VC Platforms  
VC platforms, which are characterized by real-time voice and video communication facilitated through the Internet, enable face-to-face interaction between teachers and students across diverse geographical locations [29]. Such platforms make it possible to conduct instructional sessions and foster the dissemination of knowledge as long as participants have a functional internet connection. The integration of VC technology has made online learning a practical and effective pedagogical approach. VC affordances for online learning are primarily reflected in the following aspects. First, VC platforms allow real-time interaction between teachers and students. Such immediateness encourages effective learning and active participation [39]. Second, VC platforms can provide both visual and acoustic stimuli. This multimodal approach aids students in comprehending and retaining learning material by allowing them to visualize complex ideas and knowledge points in the form of pictures, movies, charts, and other formats [39]. Teachers can also use classroom-like teaching situations through VC platforms, which include using a whiteboard, presentingobjects, leading group discussions, and other activities that improve students' sense of engagement and immersion [40].  
The effects of VC platforms on online learning have been examined. For instance, [PERSON] et al. [41] found that students who participated in higher-order online learning activities enhanced their critical thinking and practical competencies, which led to better grades. Similarly, [PERSON] et al. [42] used Moodle and Zoom as online learning tools for first-year university medical students and found that using a VC platform as an instructional instrument significantly improved students' performance. According to [PERSON] [43], student satisfaction with the course and the instructor increased significantly when the VC platform Zoom was used for online learning. Despite these advantages, researchers have argued that using VC platforms also has disadvantages. For example, [PERSON] [44] found that using VC platforms (e.g., Zoom, Teams, Google) for online learning reduced college students' cognitive engagement.  
These mixed outcomes suggest that the effectiveness of VC-supported online learning is contingent on several moderating factors. Technological features such as camera use, screen sharing, and chat functionalities can influence student engagement and participation. For instance, the use of cameras and microphones may enhance immediacy and presence, yet may also raise privacy concerns or contribute to fatigue [45; 46]. Pedagogical strategies also matter. VC-based learning is more effective when paired with structured, collaborative learning models such as problem-based learning or game-based planning tasks, which promote active interaction among learners [47; 48]. Furthermore, the level of instructional support and teacher involvement plays a crucial role. VC platforms embedded within a well-supported community of inquiry framework have been shown to foster more effective collaboration and learner satisfaction [49].  
Overall, despite the negative effects of VC platforms, their use for online learning generally contributes to improving students' learning performance, boosting their higher-order thinking and practice skills, and enhancing academic achievement and satisfaction. The impact of VC platforms in supporting online learning can be affected by various factors, including the technology itself, the pedagogical approach, and teacher support.