Examining the use of wearable technologies in K-12 education: a systematic review of the literature

Abstract

This paper seeks to uncover how wearable technologies are used in K-12 education contexts. A systematic review of the literature was conducted using the PRISMA framework in conjunction with a thematic narrative analysis. A total of 52 peer-reviewed articles from 2003 to 2019 were examined. Five key categories were identified to organize empirical and narrative data considered from both the perspective of teachers and students. The categories include pedagogical uses of wearable technologies, benefits of using wearable technologies, challenges of using wearable technologies, attitudes toward the use of wearable technologies, and practical issues with the use of wearable technologies.