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ARGeo Math: An alternative media to improve students' mathematical creative thinking skills on geometry topics.

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Title: ARGeo Math: An alternative media to improve students' mathematical creative thinking skills on geometry topics.
Authors: Hidayat, Yulia Maftuhah1 ymh284@ums.ac.id, Kholid, Muhammad Noor1, Kusuma, Anton Adi Suryo1, Arifin, Achmad Januar1, Desstya, Anatri1, Rahmawati, Fitri Puji1
Source: Contemporary Educational Technology. Apr2026, Vol. 18 Issue 2, p1-15. 15p.
Subject Terms: *Geometry education, *Cognitive learning theory, *Constructivism (Education), *STEM education, *Educational technology, *Divergent thinking, Augmented reality, Mathematics
Abstract: Mathematical creativity is a crucial component of 21st century education, yet limited research has examined how augmented reality (AR) can systematically enhance this ability in elementary mathematics. Grounded in the cognitive theory of multimedia learning (CTML) and constructivist perspectives, this study investigates the effectiveness of ARGeo Math, an AR-based learning application that transforms abstract geometry concepts into interactive 3D visualizations to foster creative mathematical thinking. A quasi-experimental design involving 49 fifth-grade students in Indonesia was conducted, with one class serving as the control group and another as the experimental group using ARGeo Math. Quantitative analyses using normalized gain (Ngain) and t-tests revealed a significant improvement in students' creative thinking skills in the experimental group (N-gain = 76.84%, effective category). Beyond statistical gains, ARGeo Math supported cognitive engagement, flexible problem-solving, and deeper understanding by linking visual and symbolic representations. The findings extend educational technology theory by demonstrating a clear mechanism through which CTML principles particularly integrated multimodal cues can be operationalized to stimulate generative mathematical reasoning. This study offers practical, scalable insights for designing AR-enhanced STEM learning in primary education, and its theoretical model provides a distinct contribution for guiding future creativityoriented AR instructional design. Nonetheless, the quasi-experimental design with limited sample size and short intervention duration constrains the generalizability of results, indicating the need for longitudinal and multi-site research to further validate the model. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Mathematical creativity is a crucial component of 21st century education, yet limited research has examined how augmented reality (AR) can systematically enhance this ability in elementary mathematics. Grounded in the cognitive theory of multimedia learning (CTML) and constructivist perspectives, this study investigates the effectiveness of ARGeo Math, an AR-based learning application that transforms abstract geometry concepts into interactive 3D visualizations to foster creative mathematical thinking. A quasi-experimental design involving 49 fifth-grade students in Indonesia was conducted, with one class serving as the control group and another as the experimental group using ARGeo Math. Quantitative analyses using normalized gain (Ngain) and t-tests revealed a significant improvement in students' creative thinking skills in the experimental group (N-gain = 76.84%, effective category). Beyond statistical gains, ARGeo Math supported cognitive engagement, flexible problem-solving, and deeper understanding by linking visual and symbolic representations. The findings extend educational technology theory by demonstrating a clear mechanism through which CTML principles particularly integrated multimodal cues can be operationalized to stimulate generative mathematical reasoning. This study offers practical, scalable insights for designing AR-enhanced STEM learning in primary education, and its theoretical model provides a distinct contribution for guiding future creativityoriented AR instructional design. Nonetheless, the quasi-experimental design with limited sample size and short intervention duration constrains the generalizability of results, indicating the need for longitudinal and multi-site research to further validate the model. [ABSTRACT FROM AUTHOR]
ISSN:1309517X
DOI:10.30935/cedtech/18320