<p>This study presents a systematic content analysis aimed at examining the effects of augmented reality (AR), virtual reality (VR), and mixed reality (MR) technologies on student achievement, motivation, engagement levels, and cognitive gains within the context of STEM (Science, Technology, Engineering, and Mathematics) education. A total of 59 peer-reviewed academic articles published between January 2019 and June 2024 were systematically reviewed using an article analysis form developed by the researchers. Throughout the review process, multiple variables were examined, including the journals in which the studies were published, year of publication, types of technology used (AR/VR/MR), country of implementation, research methods and design types, participant age/grade levels, sample sizes, discipline areas (STEM, Mathematics, Science, etc.), sub-domains, problem focus, and the significance of research findings. In addition, the keywords used in each study, the number of citations, and the Q-index classifications of the journals were also analysed in detail. The findings indicate that AR and VR-based applications significantly enhance students’ academic performance, attitudes toward courses, and levels of participation compared to traditional instructional methods. Furthermore, certain implementations have been shown to positively impact learners’ scientific process skills, problem-solving strategies, and self-regulation abilities. These results reveal the strong pedagogical potential of integrating digital technologies into learning environments and offer meaningful implications for instructional designers, educational technology practitioners, and policymakers.</p>