Collaborative Extended Reality Simulation in Healthcare Education: A Systematic Review and Meta-analysis

Abstract

This study aims to synthesize the educational effects of collaborative extended reality (XR) simulations in healthcare education and to identify design features and collaboration structures that enhance their effectiveness. Building on prior meta-analyses showing that simulation-based learning is effective for complex cognitive and technical skills, that VR-based education can improve knowledge and skills compared with traditional or other digital instruction, and that interprofessional simulation enhances teamwork, communication, and collaborative attitudes, this study addresses the gap that these strands of research have rarely examined XR-based team simulations as a distinct object of analysis. Using a systematic review and meta-analytic approach guided by PRISMA, the study included randomized and quasi-experimental studies in which two or more health professions learners interact simultaneously in VR/AR/MR environments with comparison conditions. The meta-analysis of 11 independent studies (41 effect sizes) revealed a large overall effect size (Hedges’ g = 0.819, p < .001), confirming that collaborative XR simulations are significantly more effective. Furthermore, the study will identify whether effectiveness differs by collaboration structure and XR design features to provide evidence-based design principles for the iLRN iLEAD track.