Teaching mathematics through augmented, virtual, and mixed reality: An analysis of recent advancements.

Bulut, Neslihan; Cevikbas, Mustafa; Kaiser, Gabriele

Abstract

The use of technology in mathematics education is becoming more common, and innovative technology applications are gaining attention. Augmented reality (AR), virtual reality (VR) and mixed reality (MR) offer attractive and novel instructional opportunities in a variety of subjects, including mathematics. As pre- and in-service teachers play a vital role in adapting innovative and futuristic technologies for mathematics education, we analyzed the current state-of-the-art scientific developments regarding the inclusion of AR, VR and MR in mathematics education, based on the last five years of relevant research results, to identify the most prevalent developments. We examined 12 papers on the use of AR, VR and MR in mathematics education published in international peer reviewed journals, focusing on the study characteristics, research methodologies and instructional tools used studies, interventions in technology-rich environments, and the advantages and disadvantages of using AR, VR, and/or MR in teaching mathematics. The literature was systematically reviewed based on the Web of Science and SCOPUS databases. The findings showed that the analyzed papers focused mainly on AR technologies. The analysis revealed that the most frequently used software tools were Unity and Vuforia, and the most prominent digital devices were smartphones. The majority of research studies were on geometry, followed by algebra. The most prominent advantages reported were advanced visualization and increased teaching motivation, whereas the most frequently reported disadvantages were the lack of infrastructure and equipment and the need to create instructional materials. The utilization of 3D technologies in teaching mathematics facilitates enhanced visualization, heightened teacher engagement, enhanced collaborative and teamwork dynamics in mathematics instruction, and offers a versatile teaching milieu. This review reveals that positive and negative elements associated with the utilization of AR, VR, and MR technologies in the context of teaching mathematics with promising results on the improvement of the mathematics instruction. The current review also advocates for scholarly exploration within the domains of VR, MR, and XR.