Systematic review reveals benefits of digital twins and holograms for spatial reasoning and motivation in STEM education, indicating infrastructure and training needs.
Abstract This systematic review examines the impact of digital twins and holograms on STEM education in secondary and higher education. A structured search across Scopus, Web of Science, ERIC, and PubMed (2018–2024) identified 50 relevant studies. Findings indicate consistent benefits for spatial reasoning, procedural skills, learner motivation, and access to remote laboratories. Successful implementation depends on robust technical infrastructure and adequate instructor preparation. Yet, methodological inconsistencies and limited application contexts constrain comparability and generalizability. Practical recommendations include the adoption of high-quality 3D models, targeted instructional scenes, clear faculty guidelines, and continuous monitoring. Stakeholders are advised to embed these strategies into curriculum design and faculty training. Future research should focus on long-term learning outcomes, cost-effectiveness, and scalable integration of these immersive technologies to ensure sustained educational impact.
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Alaidaros et al. (2025) studied this question.
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