Situated, task-based and game-based learning were the most used strategies in VR/AR-supported K-12 STEM learning¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among the ten coded learning strategies, situated learning (51 articles), task-based learning (37) and game-based learning (35) were the most applied; storytelling was least used (six articles). → Haozhe Jiang 2025
Evidence¶
Haozhe Jiang 2025¶
Haozhe Jiang, Deqi Zhu, Ritesh Chugh, Darren Turnbull, Wu Jin. (2025). Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges. Education and Information Technologies. https://doi.org/10.1007/s10639-024-13210-z
q2 · i? · review · r2
Learning-strategy coding of the 117 reviewed articles (Fig. 9). The review reports situated, task-based and game-based learning as the top strategies, illustrated by examples such as an immersive underwater world simulating ocean acidification, and notes "The least used learning strategy is storytelling (used in only six studies)".
"the top three applied learning strategies are situated learning (51 articles), task-based learning (37 articles), and game-based learning (35 articles)."
Discussion¶
Related Claims¶
- Most VR/AR-supported K-12 STEM studies targeted elementary students and used quantitative methods, with most samples under 100 participants — related
- Publications on VR/AR-supported K-12 STEM learning grew rapidly after 2017, with 2022 output four times the 2010 level — related
- VR/AR-supported K-12 STEM research is unevenly distributed across subjects: science dominates, engineering has no studies — related
- Non-immersive devices, especially smartphone/tablet-based AR, dominated VR/AR-supported K-12 STEM studies; immersive AR was rarely used
- Review syntheses: VR/AR most often improved academic achievement and motivation, but sometimes performed no better than conventional technologies
- VR/AR implementation challenges fall on three fronts: learner distraction and discomfort, teacher classroom-management and design burdens, and school cost and infrastructure limits
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
situated-task-game-based-top-vr-ar-strategies |
title |
Situated, task-based and game-based learning were the most used strategies in VR/AR-supported K-12 STEM learning |
description |
Situated, task-based and game-based learning were the most used strategies in VR/AR-supported K-12 STEM learning |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — haozhe-jiang-2025 |
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