Augmented Reality to Support Geometry Learning
Veronica Rossano, Rosa Lanzilotti, Antonio Cazzolla, Teresa Roselli
Abstract
Currently digital educational applications are employed in education, since technological tools are very interesting and engaging for pupils. Augmented Reality (AR) is one of the most explored and successfully used technology. Thanks to the AR, the situated learning can occur; it suggests that people easily acquire new knowledge if learning occurs in a specific context and is embedded in a physical environment. This paper presents an AR application, called Geo+, for supporting primary school students in the acquisition of knowledge on the solid geometry. Geo+ has been developed by following a Human-Centered Design approach, thus several formative evaluation studies were performed to enhance the quality of the resulting application. A user study involving 96 pupils of the 3 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">rd</sup> grade of primary school was performed in order to investigate the learning effectiveness, the engagement and the perceived workload of Geo+ at school. The results showed that Geo+ is effective in terms of student learning gain. In addition, pupils really appreciated the ease of use of the game; they were satisfied and felt engaging and comfortable during the interaction, none of them ask for help during the execution of the learning activities.