Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges

Abstract As virtual reality (VR) and augmented reality (AR) continue to become popular, there remains a noticeable gap in understanding their potential for enriching science, technology, engineering, and mathematics (STEM) learning among K-12 students. To address this knowledge gap, this study systematically reviewed 117 articles published from 2010 to 2022 on the basis of the technology-based learning model. Following the PRISMA systematic review method, research methods, research participants, learning devices, learning strategies, advantages and challenges of each article were coded and analyzed. In the last six years (i.e., 2017–2022), the overall number of studies experienced rapid growth. The largest…

• CQ
  Central Queensland University
• NO
  National Office for Philosophy and Social Sciences