@article{education20261492,
author={{Marosi, Nelly and Christoforaki, Maria and Karatza, Athina and Georgiou, Anastasia and Koutra-Illiopoulou, Myrto and Chatzara, Eirini and Mavrikaki, Evangelia and Galani, Apostolia},
title={Secondary-School Students¡¯ Evaluation of AR/VR Applications in School STEM Education},
journal={American Journal of Educational Research},
volume={14},
number={9},
pages={304--315},
year={2026},
url={https://pubs.sciepub.com/education/14/9/2},
issn={2327-6150},
abstract={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.},
doi={10.12691/education-14-9-2}
publisher={Science and Education Publishing}
}