THE ROLE OF AUGMENTED REALITY IN ENHANCING SPATIAL UNDERSTANDING IN TRIGONOMETRY
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Abstract
The purpose of this study was to find out the efficacy of augmented reality (AR) instruments in enhancing high school students' spatial understanding of trigonometric concepts. A quasi-experimental study approach was used to recruit a sample of 60 high school pupils from the Sargodha area in Pakistan. The participants were categorized into two distinct groups: a control group, which received instruction using conventional teaching techniques, and an experimental group, which received instruction through a combination of traditional methods and the GeoGebra AR application. The trigonometry knowledge of both groups was evaluated using a pre-and post-test. The experimental group also filled out a survey regarding their time with the augmented reality tool. Post-test scores increased significantly for both groups, although the experimental group improved more overall. Although some students in the experimental group encountered technological challenges and a learning curve, feedback from this group underlined the beneficial effect the AR tool had on engagement, comprehension, and curiosity. The thematic analysis uncovered commonalities in learner involvement and interest; comprehension gains; usability enhancements; and proposals for new capabilities and pedagogical reinforcement. While admitting the need for more research and assistance, the study offers insights into the potential of AR technologies to increase spatial comprehension in trigonometry teaching.
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