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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\u20132022), the overall number of studies experienced rapid growth. The largest number of articles focused on VR\/AR-supported K-12 science learning, followed by mathematics and integrated STEM learning. Smartphone\/tablet-based AR was the most widely used technology, while very few studies used dedicated immersive AR devices. Most studies focused on the elementary school stage, while VR\/AR-supported STEM learning at senior high schools was underexplored. Studies tended to measure the effectiveness of VR\/AR by quantitative methods. Situated learning, task-based learning, and game-based learning were the most widely used learning strategies in VR\/AR-supported K-12 STEM learning. The advantages of VR\/AR in K-12 STEM learning include a positive impact on individual learners and on learning and teaching processes. In contrast, VR\/AR also poses a series of challenges to learners, teachers, and schools. The challenges learners face include distractions, decreased efficiency and effectiveness, diminished inquiry and imagination, operational issues, and discomfort. Teachers encounter difficulties maintaining classroom control, designing activities, acquiring technical competence, and adapting to the new role of facilitating student-centered learning. Schools grapple with high costs, inadequate infrastructure, a lack of private virtual spaces, and privacy concerns. Based on our findings, we propose six research agendas to enrich studies on VR\/AR-supported K-12 STEM learning, along with a series of significant implications for practitioners to effectively address the intricate challenges of VR\/AR implementation and fully harness its potential.<\/jats:p>","DOI":"10.1007\/s10639-024-13210-z","type":"journal-article","created":{"date-parts":[[2025,1,16]],"date-time":"2025-01-16T09:44:24Z","timestamp":1737020664000},"page":"12827-12863","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":41,"title":["Virtual reality and augmented reality-supported K-12 STEM learning: trends, advantages and challenges"],"prefix":"10.1007","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7870-0993","authenticated-orcid":false,"given":"Haozhe","family":"Jiang","sequence":"first","affiliation":[]},{"given":"Deqi","family":"Zhu","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0061-7206","authenticated-orcid":false,"given":"Ritesh","family":"Chugh","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0509-8564","authenticated-orcid":false,"given":"Darren","family":"Turnbull","sequence":"additional","affiliation":[]},{"given":"Wu","family":"Jin","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,1,16]]},"reference":[{"key":"13210_CR1","doi-asserted-by":"publisher","unstructured":"Abazi-Bexheti, L., Kadriu, A., & Apostolova, M. 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His research has appeared in many prestigious STEM Education and Educational Technology journals. His expertise spans educational technology, STEM education, and teacher education, and he excels in curriculum development and technology-enhanced learning.Ritesh Chugh is an Associate Professor in the School of Engineering and Technology at Central Queensland University, Australia. As a socio-technological expert, his research investigates the multifaceted interactions between information technologies, individuals, and organisations, focusing on their influence, adoption, and integration in societal and organisational contexts.  Ritesh is listed among the Stanford\/Elsevier World\u2019s Top 2% Scientists, recognising his impactful research. He is also known for his commitment to improving student outcomes through innovative teaching practices, earning several prestigious awards, including the International Education Association of Australia\u2019s Best Practice in International Education Award and the Dean\u2019s Award for Mid-Career Research Excellence. He has been recognised for his contributions to learning and teaching with the Vice-Chancellor\u2019s Award for Good Practice and a Staff Award for International Education. Additionally, he regularly shares his expertise in socio-tech topics through public scholarship in both national and international media. Ritesh is a Senior Fellow of the Higher Education Academy, reflecting his dedication to advancing educational excellence.Darren Turnbull received his PhD in Learning Management Systems\u2019 implementation and deployment from Central Queensland University, Australia. His professional and research interests include learning management systems, database systems and vocational education and training in cross-national environments. He is an Information Technology Certified Professional (ITCP) of the Canadian Information Processing Society.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Author information"}},{"value":"The authors declare that they have no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}]}}