CHERRY, Lauren and Soderberg, Christina and Haertter, J. and Ossmy, Ori (2024) Extended reality in STEM: a modernised educational tool for children. Journal of Human Centered Technology 3 (2), pp. 10-20. ISSN 2821-3467.
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Abstract
For many years, researchers argued that Extended Reality (XR)—an umbrella term that refers to all immersive technologies—has the potential to revolutionise early years education by providing new and innovative ways for children to learn. Specifically, XR is suggested as a powerful tool in Science, Technology, Engineering, and Math (STEM) education. By blending the physical with the virtual, the creation of unique multisensory environments with XR has been shown to deliver hands-on learning experiences that exceed outcomes from traditional teaching. Nevertheless, the high cost, limited content, technical challenges, and lack of teacher training constrain the prevalence of XR in STEM education. In this article, we discuss the key strengths and limits of XR in education, review recent advances in its use in STEM disciplines, and point to future directions for how XR should be integrated into the school curriculum to facilitate children’s outcomes in STEM education.
Metadata
| Item Type: | Article |
|---|---|
| School: | Birkbeck Faculties and Schools > Faculty of Science > School of Psychological Sciences |
| Research Centres and Institutes: | Brain and Cognitive Development, Centre for (CBCD) |
| Depositing User: | Ori Ossmy |
| Date Deposited: | 16 Jun 2025 17:09 |
| Last Modified: | 06 Sep 2025 23:46 |
| URI: | https://eprints.bbk.ac.uk/id/eprint/55739 |
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