Virtual, augmented and mixed reality in K–12 education: a review of the literature

ABSTRACT

This article provides the first review of the existing literature consolidating research into the use of virtual, augmented and mixed reality technologies within K–12 educational environments. The review explores the peer-reviewed scholarly studies conducted between 2006 and May 2017, which involved the use of virtual reality (VR), augmented reality (AR) or mixed reality (MR) technologies in the instruction of students in elementary, middle or high school. The literature revealed common themes including collaboration, communication, critical thinking, attitude, engagement, learning, motivation, performance or achievement, and technology (used or proposed). This literature review will contribute to the field by providing clarity on definitions for VR, AR and MR technologies in consideration of educational use, present an overview of the existing research on VR, AR and MR specific to K–12 educational environments and identify future research needs and directions.

KEYWORDS:

• Virtual reality
• augmented reality
• mixed reality
• K–12
• twenty-first-century competencies

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Melanie J. Maas

Melanie J. Maas has a unique blend of business, technology and education experience. Her interest in furthering the use of technology in teaching and learning environments has led Maas to tie together her business, technology and academic research experiences to advance the use of existing and emerging technologies in education and workplace settings. Her research explores: augmented, virtual and mixed reality and artificial intelligence technologies; and the use of technology to offer personalised learning environments. Maas is an innovative and forward-thinking individual who excels at seeing the bigger picture and bringing people together towards one common vision.

Janette M. Hughes

Janette M. Hughes is Canada Research Chair, Technology and Pedagogy and Professor in Digital Literacies at the University of Ontario Institute of Technology, where she teaches and conducts research in the Faculty of Education. Her research and teaching interests include critical digital literacies, digital making, adolescent literacies and identity, writing and digital media, new literacies and conceptualisations of learning, and digital citizenship. Hughes has published her research widely and authored a book for school administrators called The Digital Principal.