When and How to Use Marker-Based and Markerless Augmented Reality for Geometric Learning in Classrooms

• In Event: Simulation and Extended Reality Technologies (VR/AR/MR) in Education

Abstract

Despite growing interest in using augmented reality (AR) for geometric learning, research on how learners engage with different AR technologies has remained largely unexplored. This study investigates the impact of marker-based and markerless AR technologies on geometric learning and student engagement in primary school classrooms. We conducted a quasi-experimental study with 43 sixth-grade students in South Korea. We collected pre- and post-tests on geometric understanding, along with in-app log and device sensor data. Our findings demonstrate that both AR technologies effectively enhance geometric understanding. However, engagement patterns varied significantly. In this poster presentation, we offer hands-on experience for researchers to understand better how the distinct technical affordances of each AR technology can lead to unique pedagogical advantages in geometric learning.

Authors

• Hunhui Na, University of North Carolina - Charlotte

• Bret Staudt Willet, Florida State University

• Chaewon Kim, Florida State University