An Augmented Reality Learning Toolkit for Fostering Spatial Ability in Mathematics Lesson: Design and Development

Abstract

Previous research claimed that integration of augmented reality on educational settings helps to improve academic achievement of students in collaborative learning environments, as well as to improve their retention and ability to translate this within other environments. Since augmented reality is still considered relatively novel technology in educational fields, there is an inherent need for research-based guides to design effective and feasible augmented reality tools for school-based learning. The main aim of this study was therefore to design and develop an augmented reality learning toolkit to foster spatial ability in middle school students using mobile devices. The study was conducted in two parts, as preliminary research and a prototyping phase. The findings guided the characteristics for designing an augmented reality learning toolkit with a set of spatial tasks aimed at middle school students. In light of the results, it can be inferred that the students were able to use this designed toolkit to perform their spatial ability through given spatial tasks since the students encountered no technical difficulties with the final toolkit prototype, and that they were able to use the toolkit assuredly. In conclusion, the study showed that augmented reality seemed helpful in enhancing the usage of mobile devices, not just for the reading of books, communication or playing games, but also as a support mechanism for the learning of mathematics. Thus, the augmented reality toolkit developed in this study presents a new way for students and/or teachers to use mobile devices in the learning and teaching of mathematics.

Conocimientos tecnopedagógicos del profesorado de secundaria sobre la realidad mixta

“…En este sentido, y a raíz de los datos y de las respuestas dadas a las hipótesis vinculadas, se ha podido dar respuesta al «O2. Analizar la posible relación entre el conocimiento tecnopedagógico y el conocimiento más tecnificado de la realidad mixta que tiene el profesorado de ESO», dado que podemos indicar que los docentes que imparten determinadas materias, como Matemáticas o Inglés, muestran un conocimiento de la realidad mixta que podría estar vinculado en ambos casos a que las herramientas de realidad mixta se encuentran más desarrolladas (Ozcakir y Cakiroglu, 2021;Yang et al, 2019).…”

Augmented Reality Learning in Mathematics Education: A Systematic Literature Review

“…Suryanti et al (2020) stated that many studies have explored the use of AR technology developed in improving teaching and learning. According to Ozcakir and Cakiroglu (2021), AR is still considered a relatively novel technology in educational fields as it needs research-based guides to design feasible AR tools for school-based learning.…”

“…According to Table 3, eleven (11) of the studies included in this review conducted AR in learning geometry for secondary school students. Based on analysed study, AR interface was designed as a learning toolkit using mobile devices to identify the characteristics and structures of three-dimensional (3D) objects among spatial students (Ozcakir & Cakiroglu, 2021), learning geometric shapes like circle, cylinder, ellipse, hyperbola, prism also area and volume (e.g., Aldalah et. al, 2019;Batubara et.…”

“…In the context of procedural knowledge, AR-based multimedia can improve spatial ability and intelligence by using AR application practically (del Cerro Velázquez & Morales Méndez, 2021; Ozcakir & Cakiroglu, 2021), facilitate student's imagination and visualisation (Elsayed & Al-Najrani, 2021) and improve students' visual-spatial ability (Lainufar et al, 2021). For other cognitive effect which involved achievement, AR-based technology was effective in increasing student's achievement and visual thinking (Aldalalah et al, 2019) and led to high academic performance between high-engagement learning students.…”

“…The AR technology aims to incorporate the actual environment in the computer and promote it with virtual data, resulting in the student's incorporation between the real situation and the virtual situation generated by the computer (Elsayed & Al-Najrani, 2021). Ozcakir and Cakiroglu (2021) emphasize that AR interfaces provide a variety of virtual dynamic 3D structures to work with as it has potential to increase understanding about concepts to improve students' learning. One of the advantages of AR in mathematics education is its function making the learning interesting with interactive lessons.…”