Žiacke a učiteľské hodnotenia spôsobov práce s matematickými úlohami na 1. stupni ZŠ: papierová forma, digitálne 2D rozhranie a rozšírená realita
Student and teacher evaluations of approaches to working with mathematical tasks at the primary school level: paper-based format, digital 2D interface and augmented reality
Abstract
This pilot study examines pupils’ and teachers’ subjective evaluations and preferences regarding three ways of working with mathematical tasks in primary education: traditional paper-based materials, a digital 2D application, and an augmented reality (AR) function integrated into the application. The study involved 282 pupils from Grades 1–4 and 20 teachers from four Slovak primary schools. Pupils worked with identical mathematical content presented on paper and in the digital application, with the option to display tasks using its AR function, and subsequently evaluated their experience through questionnaires. The results showed a clear preference for the digital application, which received the highest ratings for enjoyment, ease of use, and future use. Augmented reality was perceived positively, particularly as an engaging and motivating learning tool, while the paper-based format received the lowest ratings. Teachers highlighted the perceived motivational potential of both digital forms and identified AR as particularly useful for visualization and tasks involving spatial reasoning. The findings describe positive perceptions and the perceived motivational potential of the digital application and AR. They do not provide evidence of effects on pupils’ mathematical performance or learning outcomes.
- Keywords
- mathematics education, augmented reality, digital application, primary education
- Classification
- 97C30
References
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Bacca, J., Baldiris, S., Fabregat, R., a Graf, S. (2014). Augmented Reality Trends in Education: A Systematic Review of Research and Applications. Educational Technology & Society, 17, 133–149. Dostupné online: https://drive.google.com/file/d/19F2OmcQLDgF-DVJBqNMr_QHV_oPtMVWz/view?usp=sharing
Di Serio, Á., Ibáñez, M. B., a Kloos, C. D. (2013). Impact of an augmented reality system on students' motivation for a visual art course. Computers & Education, 68, 586–596. http://dx.doi.org/10.1016/j.compedu.2012.03.002
Flores-Bascuñana, M., Diago, P. D., Villena-Taranilla, R., a Yáñez, D. F. (2020). On augmented reality for the learning of 3D-geometric contents: A preliminary exploratory study with 6-grade primary students. Education Sciences, 10(1), Article 4. https://doi.org/10.3390/educsci10010004
Jesionkowska, J., Wild, F., a Deval, Y. (2020). Active learning augmented reality for STEAM education—A case study. Education Sciences, 10(8), 198. https://doi.org/10.3390/educsci10080198
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
https://doi.org/10.1017/9781108894333
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do, PISA, OECD Publishing, Paris. https://doi.org/10.1787/5f07c754-en.
Radu, I. (20214). Augmented reality in education: a meta-review and cross-media analysis. Pers Ubiquit Comput 18, 1533–1543. https://doi.org/10.1007/s00779-013-0747-y
Radišić, J., Baucal, A. (2024). Mathematics motivation in primary education: building blocks that matter. Eur J Psychol Educ 39, 1505–1512. https://doi.org/10.1007/s10212-024-00832-7
Saidin, N. F., Abd Halim, N. D., a Yahaya, N. (2015). A review of research on augmented reality in education: Advantages and applications. International Education Studies, 8(13), 1–8. https://doi.org/10.5539/ies.v8n13p1
UNESCO. (2023). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535
Volioti, C., Orovas, C., Sapounidis, T., Trachanas, G., a Keramopoulos, E. (2023). Augmented reality in primary education: An active learning approach in mathematics. Computers, 12(10), 207. https://doi.org/10.3390/computers12100207
Zekeik, H., Chahbi, M., Lamarti Sefian, M., & Bakkali, I. (2025). Augmented reality and virtual reality in education: A systematic narrative review on benefits, challenges, and applications. Eurasia Journal of Mathematics, Science and Technology Education, 21(9), em2699. https://doi.org/10.29333/ejmste/16830