AI-driven virtual reality shows significant promise for enhancing STEM identity and social-emotional skills development in K-12 students through immersive, personalized learning experiences and safe practice environments.
Objective: The main goal of this review paper was to explore the current applications, benefits, challenges, and future prospects of AI-powered virtual reality (VR) in K-12 education, specifically examining its role in developing students' STEM identity and social-emotional learning (SEL) skills. The researchers aimed to investigate how the integration of AI-driven VR tools can enhance student engagement, motivation, and learning outcomes in these critical developmental areas, while addressing the need for innovative educational technologies that can serve diverse student populations and prepare them for success in a technology-driven world.
Methods: This study employed a document analysis approach using a systematic review methodology. The researchers utilized multiple academic databases including Google Scholar, ResearchGate, Scopus, and Web of Science to identify relevant literature. They used targeted keywords such as Artificial Intelligence (AI), Virtual Reality (VR), STEM, STEM identity, Social-Emotional Skills, K-12 education, and AI-driven VR to search for credible and reliable journals and materials. Initially, seventy (70) journals and materials were identified, but after examining the specific relevance to the research topic, only forty-one (41) journals met the criteria and were included in the final dataset. The findings from the selected literature were analyzed using document analysis techniques, with results assessed based on their findings and recommendations. The gathered information was then presented thematically in the results section, covering key areas such as personalized learning, AI-powered tutoring, immersive experiences, and social-emotional skill development.
Key Findings: The review revealed several significant findings about the potential of AI-driven VR in K-12 education. AI-powered STEM education demonstrated effectiveness through personalized adaptive learning pathways that analyze student performance data to create targeted learning experiences, resulting in better understanding and mastery compared to traditional methods. AI-powered tutoring systems and intelligent feedback mechanisms showed promise in providing real-time guidance and support, though limitations exist in handling complex problems requiring human understanding. Virtual reality applications proved effective in developing social-emotional skills by providing safe practice environments where students can practice social interactions without real-world risks, particularly beneficial for students with autism and other special needs. The integration of STEM and SEL through AI-driven VR enabled collaborative problem-solving exercises and ethical decision-making scenarios in STEM contexts. Key benefits identified included enhanced student engagement and interest in STEM activities, improved learning outcomes, better retention of complex concepts through immersive visualization, development of empathy and emotional regulation skills, and increased inclusiveness and accessibility for learners with disabilities. The technology showed particular promise for underrepresented students in developing stronger STEM identities and career aspirations.
Implications: The findings provide significant implications for educational technology implementation and curriculum development. The research demonstrates that AI-driven VR can address critical gaps in traditional STEM education by making abstract concepts more tangible and accessible through three-dimensional visualization and interactive experiences. For social-emotional learning, the technology offers unprecedented opportunities to create controlled environments where students can practice interpersonal skills, develop empathy through perspective-taking exercises, and learn emotional regulation techniques. The integration of these technologies supports the development of 21st-century skills essential for success in an increasingly digital world. The personalized nature of AI-driven systems allows for differentiated instruction that can adapt to individual learning styles and needs, potentially reducing educational inequalities. The research suggests that these technologies can particularly benefit underrepresented groups in STEM by providing engaging, culturally responsive learning experiences that help students see themselves as capable STEM learners. The findings also highlight the potential for creating more inclusive educational environments that accommodate diverse learning needs and disabilities.
Limitations: The study acknowledges several important limitations that affect the scope and applicability of the findings. The review was limited to document analysis of existing literature rather than empirical testing with actual K-12 students, creating a gap between theoretical potential and practical validation. The research did not include direct assessment of long-term impacts on student achievement, STEM career pathways, or social-emotional growth over time. The literature reviewed may not represent all cultural contexts or educational systems, potentially limiting generalizability across different populations. The rapid pace of technological development means that some of the reviewed studies may not reflect the most current capabilities of AI and VR technologies. Additionally, the review did not extensively address implementation costs, infrastructure requirements, or practical barriers that schools might face in adopting these technologies. The ethical considerations around data privacy, algorithmic bias, and equitable access were acknowledged but not deeply explored through empirical research.
Future Directions: The researchers suggest several critical areas for future investigation and development. Longitudinal studies are needed to determine the lasting effects of AI-driven VR experiences on STEM identity formation and social-emotional skill development in K-12 students over extended periods. Cross-cultural research should explore the effectiveness and cultural appropriateness of AI-VR applications across different educational contexts and cultural backgrounds. Integration studies should investigate how AI-VR technologies can be combined with other educational technologies such as augmented reality and mixed reality to create more comprehensive learning ecosystems. Research is needed on teacher training and professional development requirements to ensure effective implementation of these technologies in classroom settings. Studies should examine the development of culturally responsive and inclusive VR content that represents diverse STEM role models and addresses real-world challenges relevant to various communities. Future research should also focus on establishing guidelines and frameworks for ethical AI implementation in education, addressing concerns about data privacy, algorithmic fairness, and ensuring equitable access to these advanced learning tools across different socioeconomic contexts.
Title and Authors: "Ai-Driven Virtual Reality for Enhancing Stem Identity and Social-Emotional Skills in K-12" by Fatimah Adenike Rabiu (Texas Tech University, College of Education), Nafisat Zajime Bako (University of Wilmington, Data Systems and Reporting Analysis), and Michael Oluwadamilola Ogundipe (Northeastern University, College of Professional Studies, Project Management).
Published on: August 05, 2025 (received March 14, 2025; accepted April 16, 2025)
Published by: American Journal of Multidisciplinary Research and Innovation (AJMRI), Volume 4 Issue 4 (2025), E-Palli Publishers, Delaware, USA