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Evaluation of memory retention among students using augmented reality based geometry learning assistant

Education and Information Technologies (2022)Cite this article

Abstract

The teaching of Mathematics – in particular, Geometry, through conventional methods has been a challenging task for tutors. Augmented Reality (AR) based applications available in commercial space, have not followed any structured pedagogical approach in the designing process, and also do not ensure that the learning time of students is spent prolifically. In this paper, we explore the use of AR in mathematics for geometry education, to aid visualization of multidimensional objects and long-term retention of concepts by the learners. For designing an appropriate AR application it is necessary to identify some principles which support better memory retention of the students. The application has been specifically designed on the basis of identified principles affecting memory retention. We further explain the development of an AR-based Geometry Learning Assistant (AR-GLA), using a structural approach to pedagogical-design for teaching 3-dimensional geometry to higher school students through improved visualization and enhance their memory retention for related concepts. A sample of 54 K-12 students and 2 teachers with expertise in mathematics were part of the experiment. The students were divided into two different groups; one of the groups was taught with AR-based content whereas the other group was given Interactive Simulation (IS) based learning. The results illustrated that AR-based learning provides better retention of memory as compared to IS-based learning were tested over a period of two months.

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Authors and Affiliations

  1. Chitkara University Institute of Engineering and Technology, Chitkara University, Rajpura, Punjab, India

    Shubham Gargrish, Archana Mantri & Deepti Prit Kaur

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  1. Shubham Gargrish
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  2. Archana Mantri
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  3. Deepti Prit Kaur
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Correspondence to Shubham Gargrish.

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Information regarding the resubmission of previous rejected paper

In the beginning the submission was created in a special issue and after few days of the submission I received a feedback to make a submission in Education and Information Technologies as it was not in the scope of that special issue. So, that is the reason on making a new submission. Please consider.

“I, Shubham Gargrish the Corresponding Author, declare that this manuscript is original, has not been published before and is not currently being considered for publication elsewhere.

I can confirm that the manuscript has been read and approved by all named authors and that there are no other persons who satisfied the criteria for authorship but are not listed. I further confirm that the order of authors listed in the manuscript has been approved by all of us.

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Gargrish, S., Mantri, A. & Kaur, D.P. Evaluation of memory retention among students using augmented reality based geometry learning assistant. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11147-9

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  • DOI: https://doi.org/10.1007/s10639-022-11147-9

Keywords

  • Augmented reality
  • Visualization
  • Pedagogical approach
  • Memory retention
  • Geometry education