Information and Communication Technology Assisted Experiments in K-12 Science Education: A Systematic Literature Review
Saved in:
| Title: | Information and Communication Technology Assisted Experiments in K-12 Science Education: A Systematic Literature Review |
|---|---|
| Language: | English |
| Authors: | Yun Sun, Xinyu Zhang, Leyao Jiang (ORCID |
| Source: | Journal of Computer Assisted Learning. 2026 42(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Elementary Secondary Education, Educational Technology, Science Experiments, Science Instruction, Computer Assisted Instruction, Program Effectiveness, Technology Integration |
| DOI: | 10.1002/jcal.70242 |
| ISSN: | 0266-4909 1365-2729 |
| Abstract: | Background: Information and communication technology (ICT) offers distinct advantages for addressing challenges in traditional experiments, such as costly sensors, insufficient equipment, and safety risks, by leveraging its immersive, interactive, and imaginative features. Driven by rapid advances in hardware and software, a growing number of ICT, including Augmented Reality (AR), Virtual Reality (VR), and various computer-based simulation platforms, are being adopted to conduct science experiments. However, existing reviews have largely focused on identifying common features within a single type of ICT-assisted experiment (e.g., virtual experiments), with limited comparative analysis of technical features and implementation impacts across various ICT-assisted experiments. Objectives: This review aims to compare the technical differences between various ICT-assisted experiments and evaluate their effectiveness, and then provide a reference for selecting suitable technologies based on available resources, instructional requirements, and the intended learning outcomes of experimental teaching. Methods: This review selected and analyzed 118 relevant studies from 2010 to 2024 with a systematic literature review approach, thoroughly examining the research context, technical features, and impacts on students. An additional cross-analysis was conducted to analyze the relationship between the technology function and its effects on students. Results and Conclusions: The review summarized that ICT can be classified as environmental tools (organizing experiments) and experimental tools (observation, operation, and data collection) depending on the purpose of their implementation. Additional cross-analysis revealed that ICT serving different functions affects students differently: observational ICT mainly improves students' cognitive and affective outcomes, while operational ICT primarily enhances skill outcomes. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506864 |
| Database: | ERIC |
| Abstract: | Background: Information and communication technology (ICT) offers distinct advantages for addressing challenges in traditional experiments, such as costly sensors, insufficient equipment, and safety risks, by leveraging its immersive, interactive, and imaginative features. Driven by rapid advances in hardware and software, a growing number of ICT, including Augmented Reality (AR), Virtual Reality (VR), and various computer-based simulation platforms, are being adopted to conduct science experiments. However, existing reviews have largely focused on identifying common features within a single type of ICT-assisted experiment (e.g., virtual experiments), with limited comparative analysis of technical features and implementation impacts across various ICT-assisted experiments. Objectives: This review aims to compare the technical differences between various ICT-assisted experiments and evaluate their effectiveness, and then provide a reference for selecting suitable technologies based on available resources, instructional requirements, and the intended learning outcomes of experimental teaching. Methods: This review selected and analyzed 118 relevant studies from 2010 to 2024 with a systematic literature review approach, thoroughly examining the research context, technical features, and impacts on students. An additional cross-analysis was conducted to analyze the relationship between the technology function and its effects on students. Results and Conclusions: The review summarized that ICT can be classified as environmental tools (organizing experiments) and experimental tools (observation, operation, and data collection) depending on the purpose of their implementation. Additional cross-analysis revealed that ICT serving different functions affects students differently: observational ICT mainly improves students' cognitive and affective outcomes, while operational ICT primarily enhances skill outcomes. |
|---|---|
| ISSN: | 0266-4909 1365-2729 |
| DOI: | 10.1002/jcal.70242 |
