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Arts & Communication Augmented reality in mathematics education

3D geometric shapes in virtual environments, NeoTrie VR implementation in schools is insufficient, leaving educators
strengthens students’ spatial reasoning and understanding ill-equipped to effectively use it in classrooms. More research
of complex concepts. Moreover, its immersive nature fosters is needed to support teachers in effectively integrating AR
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collaborative learning by making it possible for multiple into teaching practices. Recent technical, infrastructural,
users to engage simultaneously, thereby increasing student and societal developments have therefore recognized the
motivation and interest in geometry. Its flexibility also potential of AR in the context of mathematics education
enables teachers to tailor lessons to various educational research. Scholars and educators have reported a variety of
levels, making geometry education more interactive and outcomes; however, the lack of a summary of these empirical
effective. The platform enables learners to explore and studies prevents stakeholders from forming a clear view of
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manipulate 3D objects in ways that traditional methods the benefits and challenges. Therefore, this article aims to
cannot, leading to a deeper understanding of geometric provide a review of the current research on the evolving
concepts. Therefore, for teachers, NeoTrie VR offers a role of AR in mathematics education. Moreover, the
powerful tool to make abstract geometric properties more potential of integrating mathematics curricula with arts
tangible and accessible. 3 and culture through AR will also be explored. We aim to
summarize findings, guide future studies, and reflect on
Meanwhile, AR is also a promising tool for educators.
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According to Azuma (1993), AR merges virtual and real- major achievements in the field. In particular, we explore
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the following research questions:
world elements in real-time within a 3D space. Utilizing
devices such as smartphones, tablets, headsets, and smart • RQ1: In which domains of mathematics education is
glasses, AR overlays computer-generated information AR technology currently applied, what tools are used,
onto users’ physical surroundings. Hence, AR exhibits and what are the outcomes?
three core characteristics: real-time interaction, seamless • RQ2: What are the challenges of employing AR
integration of the digital and physical worlds, and the technology in teaching mathematics?
provision of contextual information to enhance user • RQ3: How can mathematics be combined with the
understanding. 4,6,7 The previous studies have confirmed arts, architecture, and culture through AR-supported
AR’s potential across all educational levels from early technology, and in how is this accomplished?
childhood to university, as well as its potential to cater to
diverse student populations including those with special 2. Data and methods
needs. AR offers multiple learning opportunities with 2.1. Research settings
numerous benefits for teaching and learning, such as
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improving performance, increasing motivation, enabling Following the Preferred Reporting Items for Systematic
new learning experiences, saving time, enhancing lab skills reviews and Meta-Analyses (PRISMA) guidelines, two
and attitudes, and fostering critical thinking, problem- researchers independently conducted a systematic peer-
solving, and communication skills. 9-11 In particular, reviewed search in the Scopus online database and then
mathematics education presents a natural fit for AR collaborated for the final selection. Our search key terms
integration due to the potential benefits in manipulation, were “mathematics” and “augmented reality.” We also
visualization, and authentic contextualization. Integrating included the terms “education” and “arts.”
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AR into mathematics education environments has been According to the previous studies, there has been
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shown to enhance students’ motivation, engagement, and a sudden increase in the number of publications since
comprehension. For instance, AR-enhanced field trips to 2013, with publications reaching the highest level in
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museums, architectural sites, or natural landmarks can 2016. Therefore, we explored the situation from 2017 and
provide students with interactive learning experiences beyond. The period under study was 7 years, from January
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and additional information. Furthermore, incorporating 2017 to January 2024. The search yielded 545 papers.
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game elements and challenges into mathematics The key themes and findings were analyzed to provide
instruction using AR can increase student engagement insights into the implementation of AR tools and the
and enjoyment. Combining STEM (Science, Technology, pedagogical strategies employed to integrate the arts into
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Engineering, and Mathematics) subjects with the arts mathematical instruction. During the screening stage,
(STEAM) promotes active learning, offering a more we used five criteria for selecting manuscripts for study:
engaging education. 15 1) original articles; 2) written in English; 3) published
While AR shows promise in enhancing student between January 2017 and January 2024; 4) in the field of
participation and understanding, many teachers lack mathematics education; and 5) provide empirical results
training in implementing this technology. Research on AR on AR based on our research questions.

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