In this comparative literature study we collected a sample of recent (from the period of 2020–2022) empirical and meta-studies of immersive technologies in practice based learning. The study explored empirical and meta-studies of the virtual learning environments, extended and augmented reality environments regarding which learning outcomes were measured in cognitive, metacognitive, affective and psychomotor, behavioural and embodied learning domains. It was found that although there are plenty of experiments with immersive technologies, there is not sufficient clarity on what way these technologies may support practice-based learning. We found that the learning experiments with immersive technologies lack the collaborative coworking dimensions, and the learning process results are conceptualised at individual learner level. Research in empirical studies is focusing only on limited types of learning outcomes. The data analysis focused on learning effects and obstacles in practice-based learning with immersive technologies and synthesised the design principles that could support immersive learning.