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This study reviewed technology-based STEM education research papers published during 2015–2022. Data collection and analysis were conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) checklist. Eighty-two papers were analyzed. The findings provide a summary of research trends over the past eight years. Technology education effects on STEM education participation are no longer emphasized when assessing knowledge and skills. Rich research contents, such as environment and experience-related research are emphasized. Furthermore, this study clarified the characteristics of technology education research distribution in various stages of general education and revealed some important research concerns.
Cheng et al. (Tue,) studied this question.
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