Page 12 - AC-3-2

Arts & Communication Augmented reality in mathematics education

Table 7. Socioemotional outcomes of AR use in Martín emphasized that AR applications can run on
24
mathematical education various devices, making them feasible for classrooms with
diverse technological resources. Moreover, the affordability
Outcomes N % References of AR teaching materials made them an attractive choice
Learning interest 5 25 22, 23, 28, 30, 37 for educators seeking innovative yet practical educational
Motivation, perseverance, ambition, 10 50 19, 20, 22-24, 27-31, solutions.
enjoyment, and satisfaction 34, 37
Collaboration 8 40 21, 24, 26, 27, 31, 35-37 Despite the similarities in the findings, the studies
Anxiety/stress reduction 1 5 27 varied in their specific focus areas and methodologies.
Most of the studies employed a quasi-experimental design,
Interest in future AR use 2 10 19, 23 involving experimental and control groups to measure the
Self-learning/family bonding 1 5 19 effectiveness of AR in improving mathematical skills. For
instance, Elsayed’s research on middle-school students in
Table 8. Pedagogical outcomes of AR as a learning tool in Saudi Arabia and Lozada-Yán’s study on Ecuadorian third
mathematical education. graders utilized pre- and post-tests to compare outcomes. 20,31
This design ensured a structured evaluation of AR’s impact
Pedagogical outcomes Total % References on learning. 24,26-28,37 While Flores-Bascuñana’s work on
Utility 4 20 18, 19, 21, 23, 36 the teaching of 3D geometric concepts in a primary-
Easy to use 4 20 22, 28, 36, 37 school class did not include a pre-intervention evaluation,
25
Facilitate learning 6 30 19, 21, 23, 28, 29, 37 limiting the conclusiveness of the results, Alibraheim’s
Save time 1 5 28 study on teacher training incorporated a rigorous pre-/
Active learning 2 10 27, 37 post-test design to assess skill enhancement in using AR
applications. 21
Salinas et al. 26,27 highlighted how AR-based instruction The technological tools and platforms used in the
improved students’ ability to grasp 3D geometric concepts studies also differed. While Fernández-Enríquez and
and visualize abstract ideas. Delgado-Martín utilized Unity along with Vuforia to create
AR resources, Kounlaxay et al. and Del Cerro Velázquez
24
Second, AR was found to enhance academic motivation and and Morales Mendez leveraged GeoGebra AR to teach
engagement. Elsayed and Al-Najrani, Salinas, 26,27 and Awang geometric concepts. 22,29 These differences highlight the
20
et al. found that learners who used AR applications were more versatility of AR tools in various educational contexts.
28
motivated and engaged in mathematics than those who used
Moreover, some studies extended the applications of
standard teaching methods. The interactive and immersive AR beyond traditional classroom settings. For example,
nature of AR fostered a positive learning environment that
encouraged active participation and exploration. Cascales-Martínez et al. explored the use of a multi-
touch tabletop system for teaching money management to
Third, AR promoted problem-solving and critical students with SEN, and El Bedewy et al. examined AR’s
23
thinking. Vakaliuk et al., Nindiasari et al., and Li role in museum-based STEAM education, connecting
30
37
et al. demonstrated that AR enhances students’ ability mathematical learning with cultural and historical
19
to solve mathematical problems, particularly in geometry contexts. 33-35
and spatial reasoning. A hands-on approach to learning
through AR encouraged students to apply their theoretical 2.2.2. Challenges of employing AR technology in
knowledge in real-world scenarios, further developing mathematics curricula
their problem-solving abilities. Only seven studies identified issues with AR technologies
In addition, AR facilitated interdisciplinary learning. that could impact the effectiveness of learning activities
El Bedewy et al. 33-35 and Botana et al. explored how AR (Table 9). Two-thirds of the students participating in
18
19
can connect mathematics with cultural, historical, and one intervention provided valuable feedback for app
improvement and expressed willingness to participate in
architectural contexts. By modeling historical structures more AR-based learning experiences. Most of the learners
and integrating automated reasoning in mathematical suggested updates to tablet computer configurations, stable
explorations, AR deepened students’ comprehension and card recognition systems, realistic 3D scene simulations,
bridged abstract concepts with real-world applications.
diverse real-life and game contexts, and the time allocated
Furthermore, AR technology was noted to be accessible for play and problem-solving. Interview results confirmed
and cost-effective. Fernández-Enríquez and Delgado- these recommendations; in addition, the interviews

Volume 3 Issue 2 (2025) 6 doi: 10.36922/ac.4446