eng Science and Education Publishing American Journal of Educational Research 2327-6150 2026-09-27 14 9 304 315 10.12691/education-14-9-2 EDUCATION20261492 article Nelly Marosi 1 Maria Christoforaki 1 Athina Karatza 1 Anastasia Georgiou 1 Myrto Koutra-Illiopoulou 1 Eirini Chatzara 1 Evangelia Mavrikaki 1 Apostolia Galani ligalani@primedu.uoa.gr 1 Department of Pedagogy and Primary Education, National and Kapodistrian University of Athens, Athens, Greece Augmented and virtual reality (AR/VR) can support secondary STEM learning by making abstract, spatially complex, and difficult-to-observe phenomena more directly accessible. This study examined secondary-school students¡¯ evaluations of STEM-IT AR/VR applications in terms of usability, perceived pedagogical value, engagement, and post-use acceptance. A post-intervention questionnaire was completed by 115 students from four European countries; a separate diagnostic questionnaire (n = 57) provided contextual information on prior technology experience. Responses were analyzed descriptively, and Spearman rank-order correlations with 20,000-resample bootstrap confidence intervals and Benjamini¨CHochberg adjustment were used to examine associations with continued-use intention and recommendation. Positive evaluations were reported for interest and enjoyment (70.4%), clarity and usefulness of content (68.7%), and ease of use (66.1%); 73.0% indicated an intention to use similar applications in future lessons and to recommend them to other students. Clarity and usefulness showed the strongest associations with future-use intention (¦Ñ = .566) and recommendation (¦Ñ = .548). The findings indicate that acceptance was associated primarily with pedagogical clarity, active participation, and usability rather than immersion alone. https://pubs.sciepub.com/education/14/9/2/education-14-9-2.pdf Augmented reality virtual reality AR/VR applications secondary education STEM