Integration of Artificial Intelligence and

Augmented Reality into Teaching Education

Amal ZOUHRI*1, Mustafa OUARH2 , Mostafa EL MALLAHI2
*1 Sidi Mohammed Ben Abdellah University, Faculty of sciences Dhar el mahraz, Fez, Morocco

2
Sidi Mohamed Ben Abdellah University, High Normal School, Department of Mathematics and
Computer Sciences, Fez, Morocco

ABSTRACT
The integration of Artificial Intelligence (AI) and Augmented Reality (AR) into the teaching of various
school subjects offers a new and innovative approach to education. By treating the use of these technologies
as an extension of the academic disciplines they fall under, such as science, mathematics, and history, we can
enhance the learning experience for students and bring new levels of interaction and engagement to the
classroom. This abstract highlight the potential of AI and AR in transforming the way subjects are taught and
highlights the importance of considering these technologies as a natural extension of the academic disciplines
they support, rather than as separate entities. The study suggests that there is a relationship between the
development of spatial skills and the ability to represent two and threeimensional functions in mathematics.
It also shows that augmented reality technology can improve spatial skills and enhance the understanding of
highly visual content. The use of augmented reality technology allows students to observe and experiment
with models from different angles and positions, which can improve their understanding of the material. This
is particularly beneficial for students who learn at their own pace, as they can take their time and explore the
content in a way that suits them best. By doing so, we can ensure that AI and AR are used in a way that
supports student learning and promotes meaningful educational outcomes.

Keywords: Augmented Reality, Learning Mathematical, Teaching.

1. Introduction

Augmented Reality (AR) has been widely studied and implemented in the field of education, particularly
in mathematics [1-5]. AR has been shown to have a positive impact on students' learning and motivation,
as it provides a more interactive and engaging experience for students. One study found that AR can
help students better understand mathematical concepts, particularly in the areas of geometry and
calculus. The use of AR allows students to manipulate and visualize mathematical models in real-time,
providing a more dynamic and hands-on approach to learning. (Ma, R., Chen, W., & Liang, Y. (2011)
[24]. A review of augmented reality in education [6-15]. Educational Technology Research and
Development, 59(6), 571-580.) Another study examined the use of AR to teach mathematical functions,
such as linear, quadratic, and exponential functions. The study found that AR technology can enhance
students' learning and understanding of these concepts, as they are able to interact with the graphical
representations of the functions in real-time. (Liu, J., & Chen, W. (2016) [25]. The effect of augmented
reality on learning mathematical functions [16-21]. Computers & Education, 96, 50-61.) In addition to
its benefits for students, AR has also been shown to have positive effects on teachers and their teaching
practices. A study found that AR can help teachers better understand and explain mathematical concepts,
and can provide them with new ways of presenting and organizing content. (Khamsuk, S. (2017) [26].
The Effectiveness of Augmented Reality in Enhancing the Teaching of Mathematics.

Overall, the use of AR for mathematical teaching has shown to be a promising approach for enhancing
student learning and teacher effectiveness. However, more research is needed to fully understand the
impact of AR on teaching and to determine the most effective methods for using AR in mathematics
education.

Augmented Reality (AR) has been gaining popularity as a tool for enhancing students' learning
experiences in mathematics. AR technology overlays virtual information onto the physical world,
creating a hybrid environment that blends reality and virtuality. In the context of mathematical
education, AR has been used to visualize and interact with mathematical functions. Studies have been
conducted to investigate the effectiveness of AR in promoting the learning of mathematical functions
and the development of spatial intelligence in secondary education students. For example, Kim et al.
(2019) [27], conducted a study that aimed to determine the effect of AR on the development of spatial
intelligence in secondary education students. The researchers found that AR can help students
understand mathematical functions by providing a visual representation of abstract concepts.
Additionally, the study showed that AR can promote the development of spatial intelligence, as students
are able to manipulate virtual objects in a three-dimensional environment. Another study by Wijngaard
et al. (2018) [28] explored the use of AR in mathematics education by developing an AR-based learning
environment for calculus. The researchers found that AR can support students in their exploration and
understanding of mathematical concepts, as well as their ability to solve mathematical problems. These
studies suggest that AR has the potential to provide a meaningful and engaging learning experience for
students of mathematical functions. AR can help students to better understand abstract concepts and
develop their spatial intelligence through the manipulation of virtual objects in a three-dimensional
environment.

One study that investigated the use of AR for learning mathematical functions was conducted by Kim
et al. (2019) [1]. The study aimed to determine the effect of AR on the development of spatial
intelligence in secondary education students. The researchers found that AR can help students
understand mathematical functions by providing a visual representation of abstract concepts.
Additionally, the study showed that AR can promote the development of spatial intelligence, as students
are able to manipulate virtual objects in a three-dimensional environment. Another study by Wijngaard
et al. (2018) [2] explored the use of AR in mathematics education by developing an AR-based learning
environment for calculus. The researchers found that AR can support students in their exploration and
understanding of mathematical concepts, as well as their ability to solve mathematical problems. These
studies highlight the potential of AR to support students' learning of mathematical functions and the
development of their spatial intelligence. AR provides students with an immersive and interactive
learning experience that can help them to better understand abstract mathematical concepts.

2. Related work

Augmented Reality (AR) has been widely studied and implemented in the field of education, particularly
in mathematics. AR has been shown to have a positive impact on students' learning and motivation, as
it provides a more interactive and engaging experience for students. One study found that AR can help
students better understand mathematical concepts, particularly in the areas of geometry and calculus.
The use of AR allows students to manipulate and visualize mathematical models in real-time, providing
a more dynamic and hands-on approach to learning. (Ma, R., Chen, W., & Liang, Y. (2011)[24]. Another
study examined the use of AR to teach mathematical functions, such as linear, quadratic, and exponential
functions. The study found that AR technology can enhance students' learning and understanding of
these concepts, as they are able to interact with the graphical representations of the functions in real-
time. (Liu, J., & Chen, W. (2016) [9]. The use of AR for learning mathematical functions has shown to
be a promising approach for enhancing student learning and motivation. However, more research is
needed to fully understand the impact of AR on student learning and to determine the most effective
methods for using AR in mathematics education.

[23].

Fig. 1. Interface of Augmented Reality using Geogebra

The AR version of mathematical learning and teaching offers an innovative approach by allowing
students to generate 3D objects and mathematical functions in a real-world environment. The use of AR
allows for a more hands-on and tangible learning experience, enabling students to visualize and
manipulate mathematical concepts with greater ease. The user interface of the Geogebra AR application
is straightforward and intuitive as Figure. 1, providing students with a simple way to enter algebraic
expressions and see immediate graphic representations of functions. This visual and interactive approach
to mathematical learning has the potential to improve students' understanding of mathematical concepts
through manipulative learning.

3. Data processing and results

The study utilized three different data collection methods to gather information. The first was a pre-
test/post-test model to evaluate spatial intelligence using the Purdue Spatial Visualization Test:
Rotations . This test measures an individual's ability in the second stage of spatial development and
was used at the beginning and end of the experience in both the experimental and control groups.

The second data collection method was a pre-test/post-test written test to detect prior knowledge. The
third method was a questionnaire to assess the motivation levels of the experimental group. These
three instruments were used to evaluate the learning standards of the functions block within the
curriculum of the subject Academic Mathematics.
Table. 1 Summary and interpretation of the questionnaire data through descriptive analysis.

Items Disagree (%) Not interested (%) Agree (%)

Augmented reality as 12 25 50
a teaching and
learning
Augmented reality as 17 28 40
spatial visualization
tool
Motivation in 5 10 60
augmented reality
learning
Simple to employ 1 2 25

In Table 1, the outcomes of the Likert scale questionnaire are showcased, depicting the motivation,
feasibility, and perception of students with regard to their experience with AR technology. Out of the
total number of students, 60% consented to using AR resources for content learning and 25 skills. It is
noteworthy that almost all students reported working with immense motivation and interest, and a
large majority of them affirmed the ease of use of the Geogebra AR application.

4. Discussion

The study presented in the discussion provides evidence of the effectiveness of integrating Geogebra
AR into classroom methodology to teach mathematical functions. The results show that the experimental
group, which was exposed to the technology, outperformed the control group in terms of understanding
the concept of function, identifying characteristics of functions, completing activities in a shorter time,
and achieving higher scores in the final written test. The study also found that Geogebra AR is intuitive
and simple to use, making it easy for students to learn and use effectively.

The integration of Geogebra AR into teaching methodology can change the role of teachers, as they
become more of a guide to students rather than just a transmitter of knowledge. This encourages critical
and creative thinking, autonomy, and freedom for students. However, it is important to note that
educators must be well-trained in the use and integration of ICT, such as mobile devices and AR, in
teaching-learning processes. The use of technology should always be contextualized within a
pedagogical framework to ensure its effectiveness and avoid potential negative impacts on learning. The
study presents a compelling case for the use of Geogebra AR in teaching mathematical functions, and it
provides important insights into the potential benefits and challenges of integrating educational
technology into classroom methodology. It is recommended that teachers explore the use of Geogebra
AR and other similar technologies to enhance student learning and engagement.

5. Conclusion

In conclusion, Augmented Reality (AR) has shown to be a promising approach for learning and teaching
mathematics. AR provides students with a more interactive and engaging experience, allowing them to
better understand and visualize mathematical concepts. AR has also been shown to have positive effects
on teachers, providing them with new ways of presenting and organizing content. However, despite the
promising results, more research is needed to fully understand the impact of AR on mathematical
learning and teaching, and to determine the most effective methods for using AR in mathematics
education. Future studies should also examine the long-term effects of AR on student learning and
teacher effectiveness, and explore how AR can be integrated into existing curriculum and teaching
practices. Overall, AR has the potential to revolutionize the way mathematics is taught and learned,
providing students with new and exciting ways to engage with mathematical concepts and improving
their understanding and appreciation for the subject.

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