Virtual and Augmented Reality technologies have emerged as promising tools in the education sector, offering new possibilities for immersive learning experiences. Many researchers have focused their research on examining the potential of these technologies in education from different perspectives. However, it was discovered that there are research gaps in current systematic reviews regarding the examination of the impact of Virtual, Augmented Reality and Learning Analytics utilization on various types of learners and educators across different educational systems, including K-12 Education, Higher Education, Vocational, and Industrial Training, in addition to the educational systems' research tendencies and their adoption of these technologies. Therefore, our study aims to address these gaps by searching various studies in Google Scholar, Scopus, and the IEEE Xplore databases. By following the PRISMA protocol, 150 research papers were selected for analysis, and our findings show that improving motivation and attention, improving learners' understanding & performance, and increasing knowledge retention are the most significant impacts on all types of learners. For educators, we found that these technologies have a prominent effect on assisting educators in teaching and training and reducing the burden. Furthermore, we discovered that Higher Education and Augmented Reality were the dominant educational system and the technology type in the selected studies. We also found that most Virtual and Augmented reality researchers preferred to use questionnaires and online surveys for data collection. We further identified that analyzing learners' traces when interacting with Virtual and Augmented Reality applications can improve learners' performance and learning experience. Our review offers valuable insights into how integrating these technologies with Learning Analytics can benefit learners and educators and how educational institutions and industrial organizations can take advantage of adopting these technologies.