نوع مقاله : مقاله پژوهشی
عنوان مقاله English
نویسندگان English
Recent advancements in interactive technologies, particularly augmented reality (AR), have established the foundation for a fundamental transformation in educational environments and pedagogical practices. By merging digital visual elements with the physical world, AR fosters multisensory and interactive learning experiences, thereby enhancing the comprehension of abstract mathematical concepts. This study aimed to investigate the impact of AR-based educational software on improving the learning of multiplication among third-grade elementary students. In terms of purpose, the research is applied, and methodologically, it employs a quasi-experimental design with a pretest-posttest control group. The statistical population included all third-grade students in District 12 of Tehran during the 2023–2024 academic year. A sample of 34 female students from a private school was selected through purposive sampling. The research instruments consisted of two researcher-constructed mathematics tests. The face and content validity of the tests were verified by experts, and their reliability was confirmed using Cronbach's alpha, yielding coefficients of 0.85 for the pretest and 0.74 for the posttest. The experimental group learned the multiplication unit over several sessions using the "Augmented Reality Multiplication" application and the "GeoGebra AR" program, while the control group received instruction via conventional methods. Data were analyzed using descriptive statistics and analysis of covariance (ANCOVA). The findings revealed that the implementation of augmented reality significantly improved learning outcomes. Consequently, this technology can be utilized as an effective pedagogical tool and instructional strategy to facilitate the learning of mathematical concepts and enhance the quality of primary education.
کلیدواژهها English
