Technology-Supported Learning and Academic and Social Outcomes in K-12 Education: A Systematic Review and Evidence Map

The use of technology in K-12 education refers to various technologies, methods of teaching, and different learning outcomes, but there is still a lack of firm evidence on all these issues. The study described in this article explores the literature from 2020 through 2026. This systematic review follows PRISMA 2020 and PRISMA-S and has led to an identification of 190 records, screening of 138 of them, and full-text analysis of 59 papers. As a result, the final dataset includes 35 sources, including 22 primary empirical studies, five implementation and methodical sources, and eight secondary or contextual ones. The most investigated technology group is augmented reality (n = 13), followed by virtual reality (n = 6) and digital games (n = 5). Academic outcomes were the most widely studied while social outcomes were investigated less frequently. Among the 22 primary empirical studies, 17 were classified as predominantly positive, 4 as mixed or neutral, and 1 as negative. These classifications describe the reported direction of findings rather than standardized estimates of effectiveness. Given the heterogeneity of study designs and outcome measures, and the absence of a completed design-specific risk-of-bias assessment, the findings should be interpreted as a descriptive evidence map rather than a quality-adjusted estimate of intervention effectiveness.