Comparing Learning Geometry Using an iPad to Augmented Reality Holograms: How and When Dimensionality Matters

• In Event: Teaching and Learning With Extended Reality

Abstract

Augmented Reality (AR) allows for the physical and virtual worlds to become merged, giving learners new ways to understand spatial relationships and mathematical abstractions. In the present study, we conducted an experiment where n=120 high school students were assigned to solve interactive geometry simulations collaboratively using either iPad- or AR-based dynamic geometry software. We found that the iPad condition had stronger post-test performance on mathematical justifications. We also found that students given a 3D conjecture on the AR goggles had stronger post-test performance on mathematical intuitions. From this, we conclude that AR might be especially effective in getting an initial sense of a 3D shape, and how it is comprised and how it looks and works.

Authors

• Candace A. Walkington, Southern Methodist University

• Mitchell J. Nathan, University of Wisconsin - Madison

• Julianna Washington-Henderson, Southern Methodist University

• Jonathan Hunnicutt, Southern Methodist University

• LeaAnne Daughrity, Southern Methodist University

• Taylor Darwin, University of Texas at Austin

• Jason Leano, Southern Methodist University