A systematic review of teacher adoption of augmented and virtual reality game based learning in STEM education

This systematic review synthesizes empirical research on teacher integration of augmented/virtual/mixed reality games in STEM education across primary, secondary and higher education levels. In accordance with the PRISMA 2020 guidelines, a systematic search of Scopus, Web of Science and ERIC databases identified 12 eligible studies from 380 initial records. The findings reveal a predominant focus on augmented reality, with only one virtual reality study and no mixed reality studies meeting the inclusion criteria. Teachers assume four interconnected pedagogical roles, namely: learner, facilitator, co-designer and reflective practitioner, with the co-designer role emerging as critical for sustainable integration. While teachers perceive strong opportunities for student engagement and conceptual visualization, adoption is hindered by multilayered barriers related to teacher readiness, resource accessibility, institutional culture and design-implementation gaps. In response, teachers employ adaptive strategies including curricular bridging, low-tech adaptations and enhanced scaffolding. Effective support combines authoring tools, long-term experiential professional development and institutional structures that foster collaborative learning communities. This review highlights the need for future research on virtual/mixed reality integration, longitudinal teacher development and the causal links between teacher roles and student outcomes.