Augmented Reality as a Tool for Enhancing Geometry Learning and Improving Mathematical Understanding
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Abstract
This study explored the effectiveness of Augmented Reality (AR) technology in enhancing the instruction of introductory geometry at Phra Dabos School. A mobile AR application was developed to support interactive learning in four key topics-perimeter, area, volume, and surface area. The application was developed to improve students' understanding of abstract geometric concepts by transforming them into tangible and engaging experiences through immersive AR technology. Quantitative analysis showed substantial performance improvements, with average test scores rising from 3.70 to 9.04 (p<0.001, Cohen'ss d= 2.05). The findings from the assessment with the System Usability Scale (SUS) questionnaire indicated that the application achieved a score of 78.5, which represented a high degree of user satisfaction. Qualitative data from student interviews indicated that users were more motivated to learn geometry and preferred collaboration in solving problems in the augmented reality-supported learning environment-observational data corroborated interview data, with higher engagement and interest evident during the learning process. These findings highlight the potential of AR technology to enhance mathematics learning, particularly in making abstract geometric concepts more explicit and interactive, and highlight the need for further research to develop application approaches that can be scaled up in a variety of educational contexts.
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