## 6 Conclusions  
Individually, learning analytics, educational data mining, augmented reality, and virtual reality constitute well-established research fields. However, the integration of learning analytics and educational data mining within augmented reality and virtual reality is a novel topic that is experiencing increasing interest. Consequently, this study conducted a systematic literature review, a content analysis, and a bibliometric and scientific mapping analysis to examine the combination of these technologies and methods, their role in education, and their impact on teaching and learning. Specifically, following the PRISMA framework, 70 relevant documents published from 2013 to 2024 were identified from ACM, ERIC, IEEE, ScienceDirect, Scopus, and WoS. The documents were separated into the following three categories: (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies. The analysis explored different dimensions of the document collection and put an emphasis on both quantitative and qualitative analysis of the content. Additionally, the content analysis focused on identifying and examining key aspects within each category. The documents were further processed using scientometric tools, such as Bibliotrix and VOSviewer. Topic modeling through LDA was also used to further explore the merging topic. Finally, the results were discussed and the related outcomes in terms of the impact of this combination on teaching and learning were summarized. However, the use of six databases to retrieve related documents and the analysis of documents written only in English can be regarded as the main limitations of this study. Based on the outcomes of this study, it can be inferred that the combination of learning analytics and educational data mining with augmented reality, virtual reality, and the metaverse can effectively support education and positively impact teaching and learning. The outcomes of the studies of all three categories highlighted the benefits that can be yielded through this integration for both students and teachers. Specifically, this combination can support different educational approaches and strategies and tend to the needs of various learning styles and learners who positively view and assess its integration in education. A significant benefit yielded from this combination is the creation of immersive, intelligent, and interactive virtual learning environments that also enable the real-time identification, tracking, monitoring, and analysis of multimodal learning data of students' behavior, emotions, cognitive and affective states, as well as the overall learning and teaching processes, which is something that is not feasible through the use of other learning technologies. Hence, immersive intelligent tutoring systems that promote embodied learning, support the psychological, pedagogical, and technological aspects of the educational process, and offer evidence-based, real-time, and affective learning analytics can be created. Additionally, students can engage in experiential and authentic learning within these safe and immersive learning environments which also promote and support collaborative learning and social learning. Through their involvement in such experiences and environments, students' engagement, motivation, and confidence can be improved. Additionally, their skills, knowledge, knowledge retention, performance, and understanding can be increased. Students' self-regulated learning and self-efficacy can also be enhanced through the personalized learning experiences offered. Teachers can also be supported via these technologies and methods through the automation of tasks, improved monitoring, management, and assessment, and the provision of personalized feedback and guidance to students based on their learning needs.