Learning Mathematics Using Augmented Reality for Elementary School Students

Abstract

Introduction: Studies on augmented reality (AR) are crucial for identifying its proper implementation in learning mathematics and finding the right solution to face the times.

Objectives: This study aimed to explore the definition, task characteristics, and implementation of augmented reality in mathematics.

Methods: A systematic literature review (SLR) was conducted on articles from 2013-2023 using the Scopus database. For the selection of the research papers, we used the terms “augmented reality and mathematics” in the disbursement menu in the Scopus database. The obtained data was stored in *RIS format and was synchronized to the Reference Manager (Mendeley). Further, VOS-viewer software was used to visualize the data, resulting in a more communicative, interesting, and clearer information presentation. The PRISMA flow diagram for the systematic literature review detailing the database searches, the number of abstracts screened, and the full texts retrieved. A number of 22 related studies were accessed for this study.

Results: The analysis was conducted focusing on the implementation of augmented reality in elementary mathematics, specifically on the (1) sample size and the target audience, (2) methodology, (3) author and keywords, and (4) learning outcomes. Research gaps and potential future studies in each theme were explored. It was found augmented reality (AR) can be a powerful tool to enhance mathematics learning for elementary school students. When integrated effectively into the curriculum, AR can lead to various learning outcomes that benefit students' understanding and engagement with mathematical concepts.

Conclusions: The integration of augmented reality into mathematics learning for elementary school students has the potential to enhance their understanding, engagement, and retention of mathematical concepts, ultimately preparing them for a more mathematically literate future.