Integrating augmented reality in mathematics: A mixed-methods systematic review of spatial and geometric learning
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This mixed-methods systematic review examined the effectiveness of Augmented Reality (AR) in enhancing spatial skills and geometric understanding among primary school students, while identifying key factors for successful implementation in mathematics education. A comprehensive search of Scopus up to 21 March 2021 identified 817 records, of which 26 peer-reviewed articles met the inclusion criteria following PRISMA guidelines. Quantitative data from experimental and quasi-experimental studies were synthesised using meta-analytic methods, while qualitative findings were coded and thematically analysed. Results showed that AR interventions produced moderate to very large positive effects on spatial visualisation, mental rotation, and spatial reasoning, with an average effect size of 0.65 SD in geometry test scores compared with traditional methods. However, limited infrastructure, inadequate teacher preparedness, curriculum misalignment, and unequal student access hinder AR adoption, particularly in resource-constrained contexts. The synthesis highlights structured teacher professional development, curriculum integration, affordable AR tools, and supportive institutional policies as essential strategies for addressing these challenges. Overall, AR can substantially improve primary students’ spatial and geometric learning outcomes when implemented with appropriate pedagogical and systemic support. Future studies should prioritise longitudinal research, comparative evaluations, and policy design to sustain and scale AR’s benefits across diverse educational contexts and settings.
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