The Effects of Augmented Reality Geometry Learning Applications on Spatial Visualization Ability for Primary School Pupils

Abstract

Geometry is considered a fundamental component to be mastered in the elementary school mathematics curriculum. Lower primary school pupils frequently experience obstacles because of the abstract nature of geometric concepts and the requirement for spatial visualization skills, which are necessary for strengthening their conceptual understanding. Augmented reality (AR) technology offers a promising solution by providing visual representations of geometric shapes. Thus, this study aimed to investigate the effects of AR technology in primary school education on pupils’ spatial visualization abilities in geometry. Employing a quasiexperimental pre- and post-test research design, this study involved 61 second-grade pupils from two Northern Malaysian primary schools. The selection of schools followed cluster sampling techniques, while intact groups were utilized to select samples. Data were collected from two groups: an experimental group that utilized the LearnGeoAR applications and a control group that employed conventional teaching methods to learn geometric shapes. This study used the spatial visualization ability test (SVAT) instrument, grounded in Van Hiele’s theory of geometric thinking. The findings revealed that the experimental group, which utilized AR applications, exhibited a higher mean score in pupils’ spatial visualization ability in geometry compared to the control group. Additionally, the experiment demonstrated a moderate effect on both groups. This finding highlights the potential of AR technology in enhancing pupils’ spatial visualization skills in geometry instruction, providing valuable insights for instructional methodologies.