Computer-supported collaborative learning (CSCL) environments have been developed to connect learners, whether geographically apart or together, to accomplish shared tasks collaboratively and interactively. Despite the extensive adoption of immersive technologies such as virtual or augmented reality in various educational contexts, the current understanding of the intersection between immersive technologies and collaborative learning remains limited. We argue that identifying affordances of immersive technologies in collaborative learning through synthesizing empirical evidence is crucial for the comprehension of collaboration dynamics and effective integration of immersive technologies in diverse collaborative learning scenarios. In response, this systematic review examines recent literature on immersive technologies in collaborative learning in K-16 settings. Guided by the previously established CSCL affordances, we analyze 40 articles to provide empirical insights into state-of-the-art immersive technologies and design strategies aimed at promoting collaborative learning. Our findings demonstrate the immersive technology applications of a range of CSCL affordances and design strategies aimed at supporting the affordances. We further identify co-presence and embodied immersion as additional affordances, which are unique to immersive technologies. Consequently, we propose the Immersive Technology-Supported Collaborative Learning (ITCL) framework, outlining three key dimensions: context, human, and technology, for harnessing the core affordances of immersive technologies in collaborative learning. Drawing on CSCL literature and principles of immersive learning, our systematic review highlights the importance of the technology affordance perspective and offers empirical insights to advance our understanding of collaborative learning with immersive technologies while offering actionable insights for researchers, educators, and designers.