Enhancing STEM and STEAM Education at the Grade Level Through Mixed Reality Applications: A Meta-analytical Study

Abstract

Abstract The advancement of technology has spurred innovation in teaching and learning activities within contemporary education, particularly through the adoption of immersive learning technologies at the grade level. Numerous studies have explored and reviewed the effectiveness of immersive learning technologies (ILT) in science (STEM) education, with various recommendations suggesting that these technologies could also be applied in arts (STEAM) education. However, there is a notable lack of comprehensive reviews on the use of ILT in STEAM and corresponding meta-analyses for STEM education. This review presents a systematic review (SR) and meta-analysis (MA) of the effectiveness of mixed reality (MR) applications for STEM and STEAM learning at the grade level. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, a search was conducted across three databases, ultimately identifying articles that met the established inclusion criteria. The data extracted for the SR were analyzed using descriptive statistics, while the R statistical program was employed for the MA. The results indicate that the application of MR significantly enhances grade-level learners’ understanding, interest, attention, achievement, engagement, and skills. Furthermore, the USA has effectively utilized MR applications to advance STEM education at the grade level more than other countries in this regard. Consequently, it was recommended that educational stakeholders embrace the opportunities presented by MR applications in both STEM and STEAM education, and adequately prepare teachers to respond to these advancements.