Effectiveness of the Augmented Reality on Improving the Visual Thinking in Mathematics and Academic Motivation for Middle School Students

Abstract

This research aimed to identify the effectiveness of augmented reality technology on improving visual thinking in mathematics and academic motivation among middle school learners in Saudi Arabia. To accomplish the research objectives, the experimental method with a quasiexperimental design was adopted and it included an experimental group and a control group with the pre-and post-test of both groups. The research was implemented on a random sample of (76) students and the research tools included the Visual Thinking Test and Academic Motivation Scale. The tools were pre-and post-tested to the groups of the research in the second semester of the academic year 2019/2020AD. The results concluded that the experimental group surpassed the control group in visual thinking and academic motivation. Based on the results, both researchers recommended the involvement of augmented reality technology in mathematics instruction at different levels of education. They also recommend the inclusion of this technology in mathematics in overall, and Geometry in specific.

The use of virtual and augmented reality in science and math education in Arab countries: A survey of previous research studies

“…Most of the research studies that focused on students measured the effect of the use of either augmented reality or virtual reality on students' variables such as the effect of using augmented reality technology on the achievement of primary school students in science (AlSwayan, 2019); effectiveness of the augmented reality on improving the visual thinking in mathematics and academic motivation for middle school students (Elsayed and Al-Najrani, 2021); the impact of virtual reality on the development of some mathematical and scientific concepts for pre-school children (Atifi and Al-Miliji, 2015); the effect of the virtual physical laboratory in developing the intensity of observation and academic achievement for students of the fourth stage (Al-Hayawi and Hussien, 2020); the effect of using augmented reality on mathematics achievement among middle school students (Al-Ghamdi, 2020). Other studies addressed, for example, the use of augmented reality technology in developing some scientific concepts and information search skills among middle school students (Mansour, 2021); The effect of Teaching according to the augmented reality technology on the achievement to scientific fifth-grade students for biology (Hamdallah and Al-Dulaimi, 2020); the effect of augmented reality technology in simplifying abstract concepts in chemistry and reaching the level of deep understanding among first year secondary school students (Abbasi and Al-Gamdi, 2019); the effectiveness of employing augmented reality technology in teaching science to develop creative thinking skills (Salama et al, 2019); the impact of augmented reality on the development of scientific concepts among middle school students (Muhammad et al, 2019); the effect of using augmented reality technology on the achievement of primary school students in teaching science (AlSwayan, 2019); impact augmented reality technology on developing mathematical conceptual comprehension and cognitive curiosity among primary school students (Mohamed, 2019); the effect of augmented reality on the development of science processes in biology for secondary school students (Metwally and Alfadli, 2019); the effect of augmented reality and simulation on the Achievement of Mathematics and Visual Thinking Among Students (Aldalalah et al, 2019); the effect of virtual lab in developing scientific thinking in a physics course for secondary school students (Al-Shehri, 2018); the effectiveness of using augmented reality technology in developing the conceptual comprehension of second year secondary school students in physics (AlFahed, 2018); the effect of 3D augmented reality applications to improve the quality of learning outcomes in physics for secondary school students (Al-Dafrawi, 2021); the effectiveness of employing the augmented reality technology in the development of the achievement of seventh grade students in chemistry (Aqel and Azzam, 2020)...…”

“…There were three research studies that used different ways of data collection method. One of these studies used test and questionnaire to measure effectiveness of the augmented reality on improving the visual thinking in mathematics and academic motivation for middle school students (Elsayed and Al-Najrani, 2021). Another one used concept test, worksheets, and teacher's guide to build model of augmented reality and to test its effectiveness on correcting the misunderstanding of scientific concepts among primary school students (Reda, 2018).…”

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

“…Previous research had shown that training of spatial ability could be accomplished via novel technologies like VR and AR by creating interactive three dimensional environments in mathematics lessons (Rafi et al, 2008). Moreover students comprehend mathematical concepts about two and three dimensional geometry better via AR tools in learning phase (Chen, 2019;Elsayed & Al-Najrani, 2021;Flores-Bascuñana et al, 2020). There is a limited number of systematic studies about human spatial cognition and spatial abilities, which is related to AR environments.…”

“…They found that this intervention had positive impact on spatial ability of students. Elsayed and Al-Najrani (2021) signified that the AR interface, which they used in their research, enhanced ideas' discriminating and analyzing of shapes and situations from represented images, videos, and media on AR space since students could practice on virtual shapes and objects while experimenting them through interface. Thus, students had an opportunity for developing their visual thinking skills.…”

“…Therefore, AR based materials promote students' acquisition of geometric and spatial abilities in learning phase. In summary, AR interface has potentials to increase understanding about concepts, to improve students' learning in spatial structures (Dünser et al, 2006;Elsayed & Al-Najrani, 2021;Flores-Bascuñana et al, 2020;Hedley, 2003;Kaufmann & Schmalstieg, 2002;Martín-Gutiérrez et al, 2010;Shelton, 2003) and to increase students' motivation (Chen, 2019;Demitriadou et al, 2020;Kaufmann & Schmalstieg, 2002;Martín-Gutiérrez et al, 2010;Shelton, 2003).…”