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Arts & Communication Augmented reality in mathematics education

Table 9. Challenges and recommendations for AR‑supported education
Issue Description Recommendations References
Autonomy, concentration, Low-achieving learners struggled with Provide teacher training to foster encouragement and 23, 28, 29, 31
and confidence these aspects and needed teacher support engagement among students during AR activities
Teachers’ challenges in Teachers struggled with integrating AR in Implement comprehensive teacher training programs that focus 24, 29
implementing AR their lessons on technical AR skills and pedagogy
Technical limitations Problems with tablet configurations, card Improve app designs with better device configurations, realistic 19
recognition, and 3D scene simulations simulations, and stable recognition systems
Lack of prior knowledge Failure to assess students’ knowledge Include prior knowledge assessments to provide tailored AR 25
assessment before AR activities interventions
Limited availability of AR Lack of devices such as tablets, Promote low-cost or free AR apps, seek partnerships for device 24
in schools smartphones, and high-speed internet in donations, implement shared-device models, and integrate
under-resourced schools collaborative learning models
Visual issues Students requested enhanced visuals, such Optimize the visual design of AR apps to improve clarity and 19
as better graph colors and font sizes usability
Lack of AR tools AR tools are not widely available in less Encourage the use of open-source platforms such as GeoGebra 29
developed regions and mobile apps with AR functionality
Unaffordable AR High cost of AR platforms and devices Develop more affordable AR solutions and integrate them into 19
platforms educational curricula

identified improvements such as optimizing visual effects divide. They emphasized the importance of teacher
on the screen including graph colors and font sizes. training programs to ensure that educators can effectively
Notably, these students explored the game independently integrate AR into lessons, covering both technical
due to the game-based design of the AR app, which lacked proficiency and pedagogical strategies that will enhance
social interactivity. students’ learning of complex concepts. Teachers should
Low-achieving learners, who comprised most of be trained to develop AR-based learning materials and
those reporting issues in AR learning environments, use them to improve students’ spatial reasoning skills.
In addition, the study proposed incorporating AR into
expressed concerns about autonomy, concentration, and
self-confidence. 23,28,29,31 They often required teachers’ collaborative learning environments, where students
reassurance and encouragement from teachers to engage share devices, thus promoting teamwork and ensuring
that more students benefit from the technology without
or persist in AR activities. Furthermore, only two studies needing one-to-one device availability. This model not
addressed teachers’ challenges in implementing AR
activities. 24,29 Finally, Flores et al. reported that their results only improves access but also fosters peer learning and
collaboration.
24
lacked strength as they did not include an evaluation of
learners’ prior knowledge. 25 A similar issue with AR’s limited availability was noted
in the study by Kounlaxay et al., particularly regarding
29
Despite its educational potential, a key limitation of
AR technology, as highlighted in the study by Fernández- less developed regions. They suggested adopting open-
source tools like GeoGebra and mobile applications with
Enríquez and Delgado-Martín (2020), was its limited AR functionality. Teacher training was again emphasized
24
availability, particularly in under-resourced educational as a critical component to overcoming technological
settings. Many schools and students lacked access to constraints, helping to make AR-supported education more
necessary devices such as smartphones, tablets, or high- accessible and effective. Li et al. further recommended
19
29
speed internet, creating barriers for the widespread developing more affordable AR platforms and integrating
adoption of AR in classrooms. them into curricula to complement traditional teaching
To address these challenges, the study suggested methods. 19
adopting low-cost AR solutions, many of which are
available as free or affordable apps compatible with 2.2.3. Connecting humanities and mathematics
basic mobile devices, which will reduce the need for through AR
expensive hardware. The authors also recommended that Of the 20 reviewed studies, four studies explored the
schools and technology providers form partnerships to integration of arts, architecture, history, and culture into
secure funding or device donations to bridge the digital mathematics education using AR technology. Among these,

Volume 3 Issue 2 (2025) 7 doi: 10.36922/ac.4446