Exploring the Potential of Augmented Reality in the Teaching and Learning of Geometry (#552)

Authors

Jacinto-Pérez, Jesús

Sanchez-Vasquez, Yerico

Espinola-Linares, Karina

Iparraguirre-Villanueva, Orlando

Abstract

The systematic review aimed to investigate the influence of augmented reality on the learning and teaching process of geometry between 2017 and 2024. For this purpose, five main databases were used: Scopus, Science Direct, Springer, IOPScience and EBSCO, as well as additional databases. The PRISMA methodology was used in the search and information gathering process, executing its four phases and applying the eligibility criteria of the papers. In total, 44 articles, 4 conferences and 2 book sections were collected. The years 2020, 2022 and 2023 stood out for having the highest number of articles, with 9 each, representing 54% of the total. The United Kingdom and Turkey were the countries with the highest scientific production, contributing 20% of the articles. In addition, the predominant methodology was quantitative, with a total of 29 studies. Finally, the systematic review concludes that augmented reality offers great opportunities for education, providing a significant advantage in the geometry teaching process compared to traditional methods