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ABSTRACT
The global pandemic has changed the mode of delivering lessons. Adult learners have missed and continue to miss the hands-on learning activity, which is a form of experiential learning. When it comes to teaching three-dimensional, geometric shapes (3D), learners often benefit from handling and manipulating concrete shapes. This study examined the use of an AR mobile application, as a learning tool for teaching geometric shapes in virtual mathematics classrooms. Data was collected from thirty learners at Functional Skills and General Certificate of Secondary Education (GCSE) levels in a Further Education college in Birmingham, UK. Learners were divided into Control and Experimental groups. The Control group used traditional learning materials, while in the Experimental group, an AR application was utilised during lessons. Qualitative data was gathered using mixed methods of one-to-one interviews and questionnaires to evaluate the learners’ experience. The data was triangulated with observation and note-taking by the teacher. In this study, the content analysis method has been used to analyse the data. Results showed an improved activity and interactivity within the session, when compared to the traditional, passive, teaching and learning strategies used in the learning process. From the results of this study, we can deduce that AR-based tools are a beneficial resource in teaching mathematics and improving learner experience in virtual classrooms. Further studies are required to evaluate quantitative improvements in student performance, as well as to implement AR as a regular teaching strategy.
Acknowledgment
I thank Dr. Ayad Harb for proofreading my work and Dr. John Cooper for regular feedback and support.
Disclosure statement
No potential conflict of interest was reported by the author(s).