Personalization of Interactive Teaching Materials Supported by Augmented Reality: Potentials vs Obstacles in 3D Geometry Learning

Abstract

Although extensive publications have been conducted on the implementation of Augmented Reality (AR) technology in geometry learning, there is still limited exploration of potentials and obstacles associated with Interactive Teaching Materials Assisted by Augmented Reality (ITMA-AR) in 3D geometry learning. Therefore, this study aimed to investigate potentials and obstacles of ITMA-AR in geometry learning in schools using an explanatory sequential design (ESD). A total of 48 students and three high school mathematics teachers voluntarily participated in learning facilitated with ITMA-AR. Data were collected through interviews, observations, as well as tests, and further analyzed both quantitatively and qualitatively. The results showed that ITMA-AR possessed significant potentials to improve 3D geometry learning but also faced several obstacles. The study identified two main areas of potential namely internal and external. Internally, AR provided immersive visualization and motivated student engagement by enabling direct interaction with 3D objects in a virtual environment. Externally, it enhanced students’ understanding of 3D geometry concepts, improved the visualization skills, and increased motivation to learn. The study also uncovered several barriers to effective implementation, including suboptimal application performance, hardware compatibility issues, and limited student access to ITMA-AR. The implications of these results suggested a need for curriculum revision, investment in technology infrastructure, and comprehensive teacher training to address these obstacles effectively.