Exploring the Benefits and Drawbacks of AR and VR Technologies for Learners of Mathematics: Recent Developments

Abstract

Despite the growing interest in the field, the overall impact of augmented reality (AR) and virtual reality (VR) on mathematics learning remains unclear, with previous studies reporting mixed results. Moreover, to date, no systematic review has evaluated the potential of AR/VR in mathematics education, including its benefits and drawbacks for learners. To address this gap, the present systematic literature review aims to identify research trends, determine characteristics and methodologies, and explore the potential benefits and drawbacks of AR/VR technologies in mathematics learning based on existing empirical studies. In accordance with the PRISMA guidelines, we analyzed 59 peer-reviewed journal articles published in English that focused on AR/VR implementation in mathematics education. The review determined that geometry was the most widely studied topic of mathematics, with several studies focusing on the use of AR/VR to assist students with learning disabilities. The present review offers evidence for the potential of AR/VR potential in consolidating learners’ socio-emotional, cognitive/meta-cognitive, and pedagogical development in mathematics learning. Nevertheless, a few issues, including technological glitches, cost, start-up effort, health issues, and unfamiliarity with AR/VR, pose challenges to the successful application of AR/VR in the classroom. This systematic review contributes to the existing body of knowledge in the field and recommends avenues for future research.

Optimizing the surface of orthohedra with virtual reality in primary school

“…As a result, a climate of collaboration and peer tutoring arose, where faster students were willing to share their realizations and insights with their peers, so that the whole group could achieve the common target. These results are in line with those reported by Cevikbas et al (2023) in their review of the benefits of using AR/VR technologies in mathematics learning, where the most prevalent favorable outcomes observed were the socio-emotional ones.…”

“…This article attempts to address the reported gap to understand the potential of VR technologies in enhancing and transforming mathematics education, in line with the requirements of the digital age (Cevikbas et al, 2023). We agree with these authors that the relatively poor adoption of VR technology in education may be due to different factors, such as the complexity to manage it, its cost, the expertise required for its development, and, finally, a lack of awareness of its potential benefits and applications.…”

“…Moreover, in their review of recent developments of augmented reality (AR) and virtual reality (VR) technologies and their impact on mathematical learning, Cevikbas et al (2023) note that geometry emerged as the most popular subject domain, given that this technology allows for the visualization of geometric objects in the real sense. Nonetheless, since visualization plays a significant role in the learning of different mathematics subjects, the authors claim the effectiveness of VR technologies for learning subjects in various foundational areas of mathematics.…”

“…In their study, Cevikbas et al (2023) also point out the need to explore the potential benefits and drawbacks of VR technologies in mathematics learning based on empirical studies. This would help ensure that the recent developments and research trends, as well as the successful implementation of these technologies, are guided by empirical evidence rather than hype and speculation.…”

Unlocking the Potential: A Comprehensive Evaluation of Augmented Reality and Virtual Reality in Education

“…The literature on AR and VR applications in education spans a broad spectrum, encompassing various educational contexts. In the K-12 educational context, AR technologies have garnered more attention, and implementations are higher than VR technologies [92]. Conversely, literature on VR applications in higher education often lacks explicit reference to foundational learning theories.…”