In the last couple of years virtual and augmented reality has gained a lot of popularity in the context of education. Various researchers and educators have tried to explore different ways to integrate such technologies in a wide variety of educational settings. However, the question of its effectiveness in education remains blurry. A meta-analysis in this paper provides the effectiveness of using virtual and augmented reality in different educational contexts and focuses specifically on empirical evidence in the last six years. In the scope of this study the educational setting, includes, pre-school up to tertiary education, professional education, and training. It also evaluates if there are any visible methodological patterns and whether an association exists between the result of empirical studies and the evaluator as a critical stakeholder in the delivery and development. © 2018 IEEE.