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REVIEW ARTICLE

A systematic review of augmented reality in mathematics education: Fostering learning through art integration

Nymfodora Voulgari1 ,  Michail Panagopoulos1* ,  Varvara Garneli1
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1 Department of Audio and Visual Arts, Faculty of Music and Audiovisual Arts, Ionian University, Corfu, Corfu, Greece
AC, 4446 https://doi.org/10.36922/ac.4446
Submitted: 5 August 2024 | Accepted: 14 October 2024 | Published: 20 November 2024
© 2024 by the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution -Noncommercial 4.0 International License (CC-by the license) ( https://creativecommons.org/licenses/by-nc/4.0/ )
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Abstract

Augmented reality (AR) is acknowledged as a promising educational tool fostering the manipulation, visualization, and contextualization of abstract concepts to enhance student motivation and comprehension. However, the lack of educator training in AR implementation underscores the necessity for further research and support for effective integration into teaching practices. To this end, this article conducts a systematic review based on the PRISMA guidelines to analyze 20 English-language journal articles from the SCOPUS database, wherein geometry emerges as the most extensively studied topic with AR potential. This paper provides insights into the successful integration and impact of AR in mathematics education along with an exploration of incorporating art elements in aiding students’ understanding of mathematical concepts and their social–emotional and cognitive development. Furthermore, this study examines challenges in using AR technology in mathematics education, such as teacher training and technical implementation. The findings of this study are expected to provide a clearer understanding of the potential role of AR in mathematics education.

Keywords
Augmented reality
Mathematics education
Arts in mathematics
Systematic review
Funding
None.
Conflict of interest
Michail Panagopoulos is an Editorial Board Member of this journal, but was not in any way involved in the editorial and peer-review process conducted for this paper, directly or indirectly. Separately, other authors declared that they have no known competing financial interests or personal relationships that could have influenced the work reported in this paper.
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