Identifying Virtual/Augmented Reality Research in K-12 Science Education: A Scoping Study

Virtual reality technologies have become more readily available and affordable for schools of all levels, but the available research on K-12 learners has a limited range. Additional study is needed to evaluate the extent of research around virtual reality/augmented reality (VR/AR) use in K-12 science education. This scoping study, utilizing Arksey and O’Malley’s (International Journal of Social Research Methodology, 8(1), 19–32, 2005) framework, mapped scholarly articles on virtual reality (VR) and augmented reality (AR) technology in K-12 science education. Researchers investigated the technology’s advantages and disadvantages and evaluated the available literature’s participants, limitations, and further research ideas. Results show that VR/AR technologies have been used in classrooms of all levels in K-12 science education because of their ability to help students and teachers visualize complex concepts, increase engagement, and acquire technological skills. However, challenges include the need for effective teacher training and addressing potential motion sickness issues.