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Arts & Communication Augmented reality in mathematics education

Table 3. Educational level and range of study samples Table 5. Evaluation processes in the reviewed studies
Educational level Sample size References Evaluation method Total % References
Secondary 82 19 Pre-test/post-test 8 40 19-23, 25, 31, 36
Secondary 76 20 Questionnaires 9 45 19, 21-23, 28, 29, 33, 36, 37
Secondary 24 32 Interviews 2 10 19, 33
Secondary Not mentioned 30 Video recording/transcription 2 10 32, 33
Secondary 30 37 Not mentioned 4 20 18, 26, 27, 35
Primary 30 25 Observation cards 1 5 21
Primary 29 31 Content analysis methods 2 10 33, 34
Primary (SEN) 22 23
Primary (LINIUS) 32 28 Table 6. Cognitive and metacognitive outcomes of AR use in
Undergraduate 48 22 mathematical education
Undergraduate 40 29 Outcomes Total % References
Teachers 10 29 Academic achievement 7 35 18, 20-22, 26, 28, 34
Teachers 15 36 Understanding 12 60 17, 18, 21, 22, 26, 27,
Teachers 36 21 29, 30, 32-34, 36
Teachers 10 34 Visuospatial thinking 11 55 18, 19, 21, 23-26, 28,
Teachers 5 33 29, 32-34
Not mentioned N/A 18, 24, 26, 27, 35 Autonomy 5 25 23, 27, 29, 30, 33
Abbreviations: SEN: Special educational needs; LINIUS: Literacy and Mathematical thinking/ 11 55 22, 23, 25-27, 31-36
Numeracy Screening. reasoning, meaning-making,
and problem-solving
Critical thinking 2 10 23, 35
Table 4. AR hardware used in reviewed studies
Creativity 1 5 34
Hardware Total % References Modeling skills 3 15 32-34
Android tablets and 13 65 18, 19, 22, 24-26, 28-31, 33-35 Transdisciplinary learning 4 20 17, 32-34
personal computers
Camera and motion sensors 3 15 20, 21, 31
Marker-based systems 6 30 20, 21, 23, 24, 36 and engaging students in AR activities led to increased
improved
collaboration
motivation,
19,20,22-24,27-31,34,37
Mobile phones 10 50 18, 20-22, 24, 25, 28, 29, 36, 37 and teamwork among students in problem-solving
Checklists, guidelines, 6 30 20, 21, 23, 24, 36, 37 activities, 24,26,27,31,35,37 and enhanced interest in learning,
booklets, and magic books which made the educational experience more
AR headsets/VR glasses 2 10 30, 32 engaging. 22,23,28,30,37 In addition, two studies discussed
Interactive whiteboard 1 5 32 students’ interest in engaging in more AR-based learning
Not mentioned 1 5 27 opportunities in the future, 19,23 and another study
Abbreviation: AR: Augmented reality; VR: Virtual reality. highlighted the positive impact of AR activities in reducing
students’ anxiety about mathematics. Finally, one study
27
of geometry. In addition, significant enhancements were suggested that conducting AR activities at home with
observed in students’ mathematical thinking/reasoning, parents may strengthen family bonds and promote self-
meaning-making, and problem-solving abilities. 23,24,26-28,32-37 directed learning (Table 7). 19
Furthermore, five studies noted a progressive acquisition of In terms of pedagogical outcomes, participants found
autonomy, 24,28,30,31,34 and two highlighted the development of AR activities to be useful 18,19,21,23,36 and easy to use 22,28,36,37
critical thinking for logical decision-making. 24,36 Creativity and found that they facilitated learning, 19,21-23,28,29,37 saved
was mentioned in one study, and another study discussed time, and promoted active learning (Table 8). 27,37
35
28
modeling skills achievement. 34,35 Finally, transdisciplinary Based on the above findings, first, AR technology was
learning was mentioned in four studies. 18,33-35
found to significantly enhance students’ visual thinking
In terms of socioemotional outcomes, most of the and spatial visualization skills. Studies such as those by
studies indicated that integrating AR into teaching Elsayed and Al-Najrani, Flores-Bascuñana et al., and
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Volume 3 Issue 2 (2025) 5 doi: 10.36922/ac.4446