Ai-Driven Virtual Reality for Enhancing Stem Identity and Social-Emotional Skills in K-12
DOI:
https://doi.org/10.54536/ajmri.v4i4.4729Keywords:
Artificial Intelligence, K-12 Education, Social-Emotional, STEM Identity, Virtual RealityAbstract
Artificial Intelligence (AI) and Virtual Reality (VR) are developing quickly and a detour has been created for using Transformative educational technology. Creating a place for integrating AI-driven VR tools in K-12 education has the possibility of enhancing students’ STEM identity and social-emotional learning (SEL). In this review paper, current applications, benefits, challenges and future prospects of AI-powered VR are explored in terms of its role in the development of these critical areas. The review employs results and conclusions from credible and relevant journals and materials on AI-Virtual Reality, STEM identity and SEL. Gathered journals were analysed using document analysis and findings were presented thematically. The paper uses an analysis of existing studies and frameworks to examine how immersive environments can help to develop a positive STEM identity and critical social-emotional competencies to increase student engagement, motivation and learning outcomes. There is a promise of future AI-driven virtual reality technologies in helping to shape STEM identity and social-emotional skills, in K-12 education. These technologies can enhance the overall STEM education through immersive, personalized learning, and safe space for practice of social interaction. Key findings included that the integration of AI-driven VR for K-12 education will enhance social skills development, improve engagement and retention, support students with disabilities, empathy development and emotional regulation. However, for achieving the full potential of AI-VR in creating STEM identity and social emotional competence among K-12 students, the challenges of access, privacy, and teacher support need to be addressed.
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