A systematic review of augmented reality in mathematics education: Fostering learning through art integration

Abstract

Augmented reality (AR) is acknowledged as a promising educational tool fostering the manipulation, visualization, and contextualization of abstract concepts to enhance student motivation and comprehension. However, the lack of educator training in AR implementation underscores the necessity for further research and support for effective integration into teaching practices. To this end, this article conducts a systematic review based on the PRISMA guidelines to analyze 20 English-language journal articles from the SCOPUS database, wherein geometry emerges as the most extensively studied topic with AR potential. This paper provides insights into the successful integration and impact of AR in mathematics education along with an exploration of incorporating art elements in aiding students’ understanding of mathematical concepts and their social-emotional and cognitive development. Furthermore, this study examines challenges in using AR technology in mathematics education, such as teacher training and technical implementation. The findings of this study are expected to provide a clearer understanding of the potential role of AR in mathematics education.

Keywords

Augmented reality / Mathematics education / Arts in mathematics / Systematic review

Funding

None.

Conflict of interest

Michail Panagopoulos is an Editorial Board Member of this journal, but was not in any way involved in the editorial and peer-review process conducted for this paper, directly or indirectly. Separately, other authors declared that they have no known competing financial interests or personal relationships that could have influenced the work reported in this paper.

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