["Journal of Computer Assisted Learning, Volume 42, Issue 3, June 2026. ", "\nABSTRACT\n\nBackground\nInformation 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.\n\n\nObjectives\nThis 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.\n\n\nMethods\nThis 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.\n\n\nResults and Conclusions\nThe 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.\n\n"]