Abstract:

Augmented reality (AR) is a technology with particular attention in the field of education. AR adds additional information, objects or graphics to reality viewed for example through a smartphone camera. Complex mathematics situations are in scholl usually given through textbook tasks. Using AR those tasks become visually and enactively explorable by body movements, an intuitive action to explore situations. Based on the theory of embodied cognition, this suggests a positive impact on spatial ability and learning. The project MalAR (transl.: AR-supported mathematics learning) investigates effects of AR-supported instruction within the field of analytic geometry. Positional relationships of planes and lines are often given in symbolic language and thus, lack visual evidence. An intervention study using the AR-App GeometAR researches effects on spatial ability and learning effectiveness. MalAR provides results which will complement research on spatial ability and may give answers to open questions regarding the interplay of different aspects of and effects on spatial ability. These results will give important indiactions for future AR-supported learning environments.

Keywords:

Augmented Reality, Digital Technology, Spatial Ability, Design Research.