CoChat
Sign Up
Cited by 82Augmented Reality ApplicationsMathematics Education and Teaching TechniquesMultimedia Learning Systems

On the Potential of Augmented Reality for Mathematics Teaching with the Application cleARmaths

Open access
Schutera, Stefanie, Schnierle, Marc, Wu, Mathilde, Pertzel, Tim, Seybold, Jonathan, Bauer, Patricia, Teutscher, Dennis, Raedle, Matthias +3 more·2021·Education Sciences
DOI 10.3390/educsci11080368
Open this paper in CoChat — free accountOpen PDF

Abstract

Learning content in mathematics, such as vector geometry, is still predominantly taught in an abstract manner, as the visualization and interaction of three-dimensional problems are limited with classical forms of teaching such as blackboard lessons or exercise sheets. This research article proposes the use of augmented reality (AR) in mathematics education. The proposed approach aims at easing the learning process related to vector geometry currently taught in senior mathematics classes by using intuitive visualization. The article introduces the concept of AR and presents the didactic foundations and the influence on the learning process based on an extensive literature review. Although studies see great potential in the use of AR for teaching mathematics, the method has so far hardly been used in schools. This can be mainly explained by the technological entry barrier of AR and the lack of simple, robust AR applications, in particular for vector geometry. To fill this gap, the authors developed “cleARmaths”, a developed android application for augmented reality-based teaching in vector geometry that allows widespread use. As a didactical concept, some example exercises sessions with the app are proposed, demonstrating how the app could be used in a mathematics classroom. Finally, the app was evaluated in a mathematics class and the results analyzed in a detailed study. It was found by the teacher and students to be beneficial and amusing, demonstrating the potential for AR in mathematics classes.

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.3390/educsci11080368

Cites

1 of 1 references verified0 citation errors · 0 not checkable

Statistics

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • AR and VR representations improve learning by supporting visualization, boosting long-term memory, increasing engagement, and motivation.

    “Augmented reality (AR) and virtual reality (VR) have been noted to enhance student learning by supporting spatial reasoning and visualization, long-term memory, engagement, and increased motivation.”

    From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Schutera et al., 2021

    The Introduction says AR and VR can support 3D visualization and arouse interest, and §2.2 reports improved spatial imagination with both technologies. Section 2.1.1 reports stronger long-term memory and increased motivation for AR, but does not establish those outcomes for VR. The sentence extends the AR-specific findings to both technologies. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • Students' motivation and engagement appeared to be enhanced by interaction with the 3D and game-like environment and the opportunity to create their own augmented reality.

    “Their motivation and engagement appeared to be enhanced by the interaction with the 3D and game-like environment and the opportunity to create their own augmented reality (Schutera et al., 2021).”

    From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Schutera et al., 2021

    Section 2.1.1 reports increased student motivation and enjoyment with AR and describes a separate study using a game-like environment with 3D models. Sections 2.2 and 5 describe users creating or changing geometric objects in AR, but do not establish that students created their own augmented reality or that this opportunity enhanced their motivation and engagement. Page numbers are not available in our copy. (LLM, conf=0.84)

    Experimental — accuracy not yet measured

  • There are only a few studies on the benefits of AR for teaching mathematics, and AR is rarely used in mathematics classes.

    “According to Schutera et al. (2021), “there are only a few studies on the benefits of AR for teaching mathematics [… and] AR is rarely used in mathematic classes” (p. 2).”

    From Exploring AR and VR Tools in Mathematics Education Through Culturally Responsive Pedagogies (2024) · cites this paper as Schutera et al., 2021

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Cites

Flagged first, then by citations

Research works printed but not linked: 30

  1. Ashcraft, M.H.; Moore, A.M. Mathematics Anxiety and the Affective Drop in Performance. J. Psychoeduc. Assess. 2009, 27, 197-205. [CrossRef] · DOI
  2. Chang, H.; Beilock, S. The math anxiety-math performance link and its relation to individual and environmental factors: A review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences. Neurosci. Educ. 2016, 10, 33-38.
  3. Dowker, A.; Sarkar, A.; Looi, C.Y. Mathematics Anxiety: What Have We Learned in 60 Years? Front. Psychol. 2016, 7, 508. [CrossRef] [PubMed] · DOI · Paper page
  4. Ellis, J.; Fosdick, B.K.; Rasmussen, C. Women 1.5 Times More Likely to Leave STEM Pipeline after Calculus Compared to Men: Lack of Mathematical Confidence a Potential Culprit. PLoS ONE 2016, 11, 7. [CrossRef] [PubMed] · DOI
  5. Khan, M.; Trujano, F.; Maes, P. Mathland: Constructionist Mathematical Learning in the Real World Using Immersive Mixed Reality. In Immersive Learning Research Network. Communications in Computer and Information Science; Springer: Berlin/Heidelberg, Germany, 2018; pp. 133-147.
  6. Feenan, K. Social Resiliency in Digital Games. In Proceedings of the Immersive Learning Research Network 4th International Conference, iLRN 2018, Missoula, MT, USA, 24-29 June 2018; Springer: Chan, Switzerland, 2018; pp. 189-197.
  7. Prensky, M. Digital Natives, Digital Immigrants. On Horiz. 2001, 9, 1-6.
  8. Azuma, R.T. A survey of augmented reality. Presence Teleoper. Virtual Environ. 1997, 6, 355-385. [CrossRef] · DOI · Paper page
  9. Dörner, R.; Jung, B.; Grimm, P.; Broll, W.; Göbel, M. Introduction. In Virtual und Augmented Reality (VR/AR); Springer: Berlin/Heidelberg, Germany, 2013; pp. 1-31.
  10. Grimm, P.; Herold, R.; Hummel, J.; Broll, W. VR-Eingabegeräte. In Virtual und Augmented Reality (VR/AR); Springer: Berlin/Heidelberg, Germany, 2013; pp. 97-125.
  11. Broll, W. Augmentierte Realität. In Virtual und Augmented Reality (VR/AR); Springer: Berlin/Heidelberg, Germany, 2013; pp. 241-294.
  12. Martin-Gutierrez, J.; Mora, C.; Añorbe, B.; González-Marrero, A. Virtual Technologies Trends in Education. Eurasia J. Math. Sci. Technol. Educ. 2017, 13, 469-486.
  13. Radu, I. Augmented reality in education: A meta-review and cross-media analysis. Pers. Ubiquitous Comput. 2014, 18, 1533-1543. [CrossRef] · DOI
  14. Kaufmann, H.; Dünser, A. Summary of Usability Evaluations of an Educational Augmented Reality Application. In Virtual Reality; Springer: Berlin/Heidelberg, Germany, 2007; pp. 660-669.
  15. Freitas, R.; Campos, P. SMART: A System of Augmented Reality for Teaching 2nd Grade Students. In Proceedings of the 22nd British HCI Group Annual Conference on People and Computers: Culture, Creativity, Interaction, Liverpool, UK; 2008; Volume 2, pp. 27-30.
  16. Chen, Y. A study of comparing the use of augmented reality and physical models in chemistry education. In Proceedings of the ACM International Conference on Virtual Reality Continuum and Its Applications, Hong Kong, China; 2006; pp. 369-372.
  17. Fowler, C. Virtual reality and learning: Where is the pedagogy? Br. J. Educ. Technol. 2015, 46, 412-422. [CrossRef] · DOI
  18. Mikropoulos, T.A.; Natsis, A. Educational virtual environments: A ten-year review of empirical research (1999-2009). Comput. Educ. 2011, 56, 769-780. [CrossRef] · DOI
  19. Mohler, J.L. Using interactive multimedia technologies to improve student understanding of spatially-dependent engineering concepts. In Proceedings of the GraphiCon, Nizhny, Novgorod, 10-15 September 2001.
  20. Thurstone, L.L. Primary Mental Abilities; University of Chicago Press: Chicago, IL, USA, 1938.
  21. Weigand, H.; Filler, A.; Hölzl, R.; Kuntze, S.; Ludwig, M.; Roth, J.; Schmidt-Thieme, B.; Wittmann, G. Didaktik der Geometrie für die Sekundarstufe I; Springer: Berlin/Heidelberg, Germany, 2018.
  22. Henn, H.-W.; Filler, A. Analytische Geometrie. In Didaktik der Analytischen Geometrie und Linearen Algebra; Springer: Berlin/Heidelberg, Germany, 2015; pp. 149-238.
  23. Kaufmann, H.; Schmalstieg, D.; Wagner, M. Construct3D: A Virtual Reality Application for Mathematics and Geometry Education. Educ. Inf. Technol. 2000, 5, 263-276. [CrossRef] · DOI
  24. Schnabel, M.A.; Kvan, T. Spatial Understanding in Immersive Virtual Environments. Int. J. Archit. Comput. 2003, 1, 435-448. [CrossRef] · DOI
  25. Shin, D.H.; Dunston, P.S.; Wang, X. View changes in augmented reality computer-aided-drawing. ACM Trans. Appl. Percept. TAP 2005, 2, 1-14. [CrossRef] · DOI
  26. Rebollo, C.; Remolar, I.; Rossano, V.; Lanzilotti, R. Multimedia augmented reality game for learning math. Multimed. Tools Appl. 2021, 1-18. [CrossRef] · DOI
  27. Radu, I.; McCarthy, B.; Kao, Y. Discovering educational augmented reality math applications by prototyping with elementary- school teachers. In Proceedings of the 2016 IEEE Virtual Reality (VR), Greenville, SC, USA, 19-23 March 2016; pp. 271-272.
  28. Auliya, R.N.; Munasiah, M. Mathematics learning instrument using augmented reality for learning 3D geometry. J. Phys. Conf. Ser. 2019, 1318, 12069. [CrossRef] · DOI
  29. Cai, S.; Liu, E.; Yang, Y.; Liang, J.C. Tablet-based AR technology: Impacts on students' conceptions and approaches to learning mathematics according to their self-efficacy. Br. J. Educ. Technol. 2019, 50, 248-263. [CrossRef] · DOI · Paper page
  30. Bujak, K.R.; Radu, I.; Catrambone, R.; Macintyre, B.; Zheng, R.; Golubski, G. A psychological perspective on augmented reality in the mathematics classroom. Comput. Educ. 2013, 68, 536-544. [CrossRef · DOI

Cited by

Sorted by citations

Authors
Schutera, S., Schnierle, M., Wu, M., Pertzel, T., Seybold, J., Bauer, P., Teutscher, D., Raedle, M., Heß-Mohr, N., Röck, S., & Krause, M. J.
Affiliations
  • Karlsruhe Institute of Technology (DE)
  • Esslingen University of Applied Sciences (DE)
  • Technische Hochschule Mannheim (DE)
Corresponding author
Teutscher, Dennis
ORCID
Venue
Education Sciences
Publisher
MDPI AG
Published
2021-07-21
Volume
11
Issue
8
Pages
368
ISSN
2227-7102 (ISSN-L)
DOI
10.3390/educsci11080368
OpenAlex
W3186811206
Cited by
82
References
1
Citations by year
2026: 14 · 2025: 22 · 2024: 19 · 2023: 18 · 2022: 8 · 2021: 1
FWCI
4.00
Type
journal article
Language
en
Open access
Licence
Locations
  • Education Sciences (publishedVersion, cc-by)
  • Repository KITopen (Karlsruhe Institute of Technology) (submittedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • KITopen (cc-by)
Topics
  • Physical Sciences › Computer Science › Computer Vision and Pattern Recognition › Augmented Reality Applications
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Physical Sciences › Computer Science › Information Systems › Multimedia Learning Systems
Keywords
augmented reality, mathematics education, vector geometry, 3D visualization, Android application, student assessment

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.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review