The role of reality enhancing technologies in teaching and learning of mathematics
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AR and VR technologies foster student interaction, idea exchange, and collaboration by reducing anxiety.
“fostering student interaction, idea exchange, and collaboration by reducing anxiety (Buentello-Montoya et al., 2021).”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Buentello-Montoya et al., 2021
The incorporation of AR and VR technologies provides many opportunities for student interactions such as allowing exchanges of ideas, teamwork, and collaboration.
“According to Buentello-Montoya et al. (2021), the incorporation of AR and VR technologies provides many opportunities for student interactions such as “allowing exchanges of ideas, teamwork, and collaboration” (p. 6).”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Buentello-Montoya et al. (2021)
AR and VR tools have the potential to foster abstraction of concepts in a palpable way through student interaction, exchanges of ideas, teamwork, and collaboration.
“Further, AR and VR tools have the potential to “foster abstraction of concepts in a palpable way [… through] student interaction, […] exchanges of ideas, teamwork, and collaboration” (Buentello-Montoya et al., 2021, p. 6).”
From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Buentello-Montoya et al., 2021
Cites
Development of an instrument for measuring different types of cognitive load
Leppink, J., Paas, F., Van der Vleuten, C. P. M., Van Gog, T., & Van Merriënboer, J. J. G. (2013) · Behavior Research Methods · doi:10.3758/s13428-013-0334-1 · Cited by 1,066 · see citing works
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Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies
Bertrand, M. G., Sezer, H. B., & Namukasa, I. K. (2024) · Digital Experiences in Mathematics Education · doi:10.1007/s40751-024-00152-x · Cited by 28 · see citing works
- Authors
- Buentello-Montoya, D. A., Lomelí-Plascencia, M. G., & Medina-Herrera, L. M.
- Venue
- Computers & Electrical Engineering
- Publisher
- Elsevier BV
- Published
- 2021-09
- Volume
- 94
- Pages
- 107287
- ISSN
- 0045-7906 (ISSN-L)
- OpenAlex
- W3174628434
- Cited by
- 83
- References
- 1
- Citations by year
- 2026: 9 · 2025: 18 · 2024: 26 · 2023: 15 · 2022: 11 · 2021: 4
- FWCI
- 4.87
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Computers & Electrical Engineering (publishedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
- Physical Sciences › Computer Science › Human-Computer Interaction › Virtual Reality Applications and Impacts
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Keywords
- virtual reality, augmented reality, mathematics education, immersive learning technologies, student acceptance of technology, lecture design, educational technology trends, developing countries
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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