Journal of Science Education and Technology

, Volume 18, Issue 6, pp 501-517

First online:

Teaching and Learning in the Mixed-Reality Science Classroom

  • Lisa TolentinoAffiliated withArts, Media and Engineering Program, Arizona State University Email author 
  • , David BirchfieldAffiliated withArts, Media and Engineering Program, Arizona State University
  • , Colleen Megowan-RomanowiczAffiliated withSchool of Educational Innovation and Teacher Preparation, Arizona State University Polytechnic Campus
  • , Mina C. Johnson-GlenbergAffiliated withDepartment of Psychology, Arizona State University
  • , Aisling KelliherAffiliated withArts, Media and Engineering Program, Arizona State University
  • , Christopher MartinezAffiliated withArts, Media and Engineering Program, Arizona State University

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access


As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.


Inquiry learning Interactivity Digital media Mixed-reality Chemistry Titration