With the application of virtual venues in the field of education, numerous educational empirical studies have examined the impact of deep learning in the learning environment of virtual venues, but the conclusions are not always in agreement. The present study adopted the meta-analysis method and RStudio software to test the overall effect of 45 domestic and foreign experimental and quasi-experimental studies, and eight moderating variables (experiment period, knowledge type, virtual venue type, and feedback strategy) were analyzed. The research results indicated that moderating variables had different degrees of influence on the deep learning effect of students in the learning environment of virtual venues. There were no intra-group differences in the type of virtual venue and the experiment period, while there were intra-group differences in other moderating variables. According to the results of meta-analysis, suggestions were put forward from four aspects (course design of virtual venues, selection and application of feedback strategies, knowledge type design of virtual venues, and empirical research suggestions) to serve as references for strengthening the deep learning impact of students and the scientific design of course content of virtual venues.