| Sumario: | Background: Information and communication technology (ICT) offers distinct advantages for addressing challenges in traditional experiments, such as costly sensors, insufficient equipment, and safety risks, by leveraging its immersive, interactive, and imaginative features. Driven by rapid advances in hardware and software, a growing number of ICT, including Augmented Reality (AR), Virtual Reality (VR), and various computer‐based simulation platforms, are being adopted to conduct science experiments. However, existing reviews have largely focused on identifying common features within a single type of ICT‐assisted experiment (e.g., virtual experiments), with limited comparative analysis of technical features and implementation impacts across various ICT‐assisted experiments. Objectives: This review aims to compare the technical differences between various ICT‐assisted experiments and evaluate their effectiveness, and then provide a reference for selecting suitable technologies based on available resources, instructional requirements, and the intended learning outcomes of experimental teaching. Methods: This review selected and analyzed 118 relevant studies from 2010 to 2024 with a systematic literature review approach, thoroughly examining the research context, technical features, and impacts on students. An additional cross‐analysis was conducted to analyze the relationship between the technology function and its effects on students. Results and Conclusions: The review summarized that ICT can be classified as environmental tools (organizing experiments) and experimental tools (observation, operation, and data collection) depending on the purpose of their implementation. Additional cross‐analysis revealed that ICT serving different functions affects students differently: observational ICT mainly improves students' cognitive and affective outcomes, while operational ICT primarily enhances skill outcomes. Practitioner Notes: What is already known about this topic: ○The benefits and categories of technology used in general science education, rather than in the experimental component, are already recognized.○Advantages of information and communication technology (ICT) for assisting experiments in science education.○The common features of certain types of ICT‐assisted experiment (e.g., virtual or inquiry‐based experiments)What this paper adds: ○Summarized the differences between various ICT‐assisted experiments from the perspectives of research context, technical features, and outcome measures, respectively.○Focusing on the experimental domain, ICT was classified according to the purpose of its implementation into environmental tools (used as external tools to organize experiments) and experimental tools (used for experimental observation, operation, and data collection).○Revealed the relationship between technology function and its impacts on students: visualization ICT largely improved students' cognitive and affective outcomes, while operational ICT primarily enhanced skill outcomes.Implications for practice and/or policy: ○Provide references to help researchers select suitable technologies based on the technical needs of experimental teaching and the intended objectives of the experiments.○Future studies should focus more on mixed‐environment experiments that combine virtual and real environments, as well as on the long‐term outcomes of ICT‐assisted experiments.
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