Introduction

Augmented reality (AR) applications are the best interactive technology to enhance mathematical creativity. AR applications integrate models, processes, animations, and simulations so students' interactions and intuition appear active (Grodotzki et al., 2023). In addition, AR is a technology that supports student interaction to bring out student creativity (Kang et al., 2023). The application of AR in creativity can positively impact student learning outcomes (Lima et al., 2022; Theodoropoulos & Lepouras, 2021). This is because AR technology combines physical objects with digital visualization through research and development of design prototypes (Radu et al., 2023). Development of AR applications to visualize space designs into reality (Rohil & Ashok, 2022). Therefore, the development of AR applications must be based on an analysis of the needs and experiences of developers and researchers so that the AR applications created can improve learning and educational outcomes.

The target of implementing AR applications for mathematical creativity is very much needed in education. AR applications are a technological advance that uses tablets, cell phones, GPS, built-in cameras, and internet access to support independent creativity in education (Sommerauer & Müller, 2014). Technology from digital AR applications can represent abstract educational concepts to improve students' understanding and creativity (Lionoa et al., 2021). In terms of systems, AR applications combine physical objects related to abstract mathematical concepts, the natural environment, and student creativity (Bujak et al., 2013; Kaufmann & Schmalstieg, 2003; Radu et al., 2023; Salinas et al., 2013; Wan et al., 2022). AR generally affects the acquisition of mathematical knowledge (Sommerauer & Müller, 2014). AR application is an efficient digital technology tool for mathematics learning (Lionoa et al., 2021). AR applications use visualization skills to enhance mathematics learning (Salinas et al., 2013). The application of AR impacts learning outcomes, which are responses, creativity, knowledge, skills, and student performance (Chang et al., 2022). Thus, integrating knowledge, mathematical creativity, mathematics education, and AR technology effectively improves the quality of mathematics learning (Salinas et al., 2013). This shows that AR applications receive special attention in mathematical creativity for future educational development.

The importance of applying AR for mathematical creativity and education in the future, this study will analyze the literature review on the use of AR for mathematical creativity, namely the implications, features, potential, perceptions, user criteria, measurement tools, and evaluation methods of using AR for mathematical creativity. This limited information can hinder the development of AR in future research. Therefore, this study fills this gap to enrich knowledge about the use of AR for mathematical creativity. This study also implicitly analyzes the literature review on the implications of AR as a potential technology for mathematical creativity based on six themes of mathematics content according to the NCTM Principles and Standards guidelines (equity, mathematics curriculum, mathematics teaching, learning, assessment, and mathematics technology). Thus, this study is expected to guide and improve future studies and become a reference for educators, researchers, stakeholders, and policy research in AR applications for mathematical creativity.

Related frameworks

AR consists of three main dimensions, namely physical, cognitive, and contextual problems (Bujak et al., 2013). The physical dimension in AR applications is the physical manipulation that results in natural interactions and representations of educational concepts. The cognitive dimension is the alignment between spatiotemporal information through AR experiences for students' symbolic understanding. Meanwhile, the contextual dimension means that AR applications create collaborative learning between virtual and non-traditional environments based on experiences in everyday life. AR combines 3D and virtual physical objects in mathematics classes (Bujak et al., 2013). More importantly, AR applications act as self-guided guides for learning mathematics and visualizing abstract mathematical concepts for students (Arulanand et al., 2020). This shows that AR applications can effectively address challenges in enhancing students' mathematics learning and creativity (Coimbra et al., 2015; Radu et al., 2023). In addition, AR can increase students' motivation to learn mathematics (Chang et al., 2022; Lionoa et al., 2021), understanding of abstract and complex mathematical principles (Wan et al., 2022), mathematical didactic skills (Salinas et al., 2013; Sommerauer & Müller, 2014); partial skills, and students' mathematical geometric construction (Kaufmann & Schmalstieg, 2003). Therefore, AR applications are effective in digital learning (Arulanand et al., 2020).

AR applications are an effective strategy for all areas of education, so a review of the literature on AR applications has been reviewed in recent years. The bibliometric study by Hincapie et al. (2021) stated that the publication rate of AR applications is increasing yearly because AR applications significantly contribute to education and affect student learning outcomes. In another contribution, Sidani et al. (2021) reviewed 24 of 671 publications about AR publications in the Scopus, Academic Search Ultimate, Current Content, Web of Science, and Science Direct databases. They report that AR applications are new digital technologies that efficiently address challenges from all disciplines. The results of the literature analysis by Lin et al. (2015) and Su et al. (2021) also mention that AR applications are successful and effective for future research, teaching, and development. Chang et al. (2022) also analyzed studies on AR applications from 2012 to 2021. They stated that AR applications could support learning environments in the future. In addition, Theodoropoulos and Lepouras (2021) analyzed 31 studies on AR applications and told them that AR applications could benefit student learning and further research. This shows that AR applications contribute to the world of education, especially mathematics education.

AR applications for mathematics education have been analyzed in previous studies. For example, Salinas et al. (2013) stated that AR technology supports students' mathematics education because abstract mathematical objects can be visualized realistically. AR applications can build a good mathematics learning environment for students (Sommerauer & Müller, 2014). AR application in mathematics learning is a collaboration between a virtual environment, 3D construction, and cognitive mathematics learning content (Bujak et al., 2013). 3D constructions in mathematics learning and education can be built virtually through AR applications (Kaufmann & Schmalstieg, 2003). This shows that AR applications are quite effective in learning mathematics. A systematic review literature study by Ahmad and Junaini (2020) has analyzed 19 articles on the application of AR for learning mathematics. The results show that the AR application helps with visual problems and understanding abstract mathematics for students. AR application is a technology with the latest innovations to support students' skills and creativity.

As a system, AR applications for student creativity were analyzed in several literature reviews. Giannopulu et al. (2022) stated that AR combines abstract physical objects with the natural environment to support students' mental and imaginative creativity. AR applications link direct user engagement, creativity, and satisfaction (Jessen et al., 2020). AR applications allow students to interact with physical objects and collaborate with colleagues through project-based learning (Radu et al., 2023). Designing AR applications to understand a concept of knowledge is open to the creativity of media designers (Al Fadalat & Al-Azhari, 2022). This shows that AR applications require creativity from the designer to support user creativity. AR applications can support everyone's creativity with various educational sciences, for example, mathematical creativity.

Previous studies have conducted literature review analyses for AR applications in mathematical creativity. Arulanand et al. (2020) and Radu et al. (2023) stated that AR applications effectively offer students many opportunities to be creative. AR applications can overcome the limitations of traditional teaching because AR applications can visualize abstract mathematical concepts into reality. The concept of 3D objects and visuals supports students' mathematical creativity. Research by Salinas et al. (2013) used AR applications to understand mathematical material creatively. AR applications can motivate students' mathematical learning and creativity (Kaufmann & Schmalstieg, 2003). In addition, AR applications create creative learning spaces to improve students' mathematical understanding (Sommerauer & Müller, 2014). Previous studies have not explained that AR applications significantly increase students' mathematical creativity. However, a review of the literature from previous research on AR applications to mathematical creativity is still little studied by researchers.

Based on a review of the literature from recent articles on AR applications for mathematical creativity, the current review aims to complement previous research and enhance research trends on AR applications for mathematical creativity. In addition, this study continues the analysis process from a literature review on the application of AR in mathematics education and mathematical creativity. Specifically, this paper aims to analyze the research trends comprehensively and systematically on AR applications for mathematical creativity from 2015 to 2023. To achieve this goal, the research questions (RQ) in this study are as follows:

RQ1: What are the implications and features of using AR for mathematical creativity?

RQ2: What is the potential of using AR for mathematical creativity based on the six themes from the NCTM Principles and Standards.

RQ3: What are the perceptions of using AR for mathematical creativity, user criteria, measurement tools, and evaluation methods?

Materials and methods

Based on the research questions, this study analyzed the literature review systematically using inclusion and exclusion analysis. This follows Fiskerstrand’s (2022) literature review analysis with inclusion and exclusion analysis able to refine and clarify the scope of each research literature review systematically and comprehensively. Inclusion and exclusion analysis aims to systematically select relevant articles to answer research questions by following the specific guidelines of Maybury et al. (2022). Based on the inclusion and exclusion analysis criteria, this study identified implications, features of AR development, and potential parameters according to the NCTM Principles and Standards (2000), in which the articles selected involved six themes from the NCTM guidelines: equity, mathematics curriculum, mathematics teaching, learning, assessment, and mathematical technology. In addition, article analysis was also carried out to identify user criteria, measuring instruments, and evaluation methods of the effectiveness of AR for mathematical creativity.

Data collection

Literature review searches were conducted on various databases, such as Scopus, Web of Science, PubMed, Google Scholar, and ProQuest. The selected literature articles in this study are of high quality with a systematic arrangement. The collection of journal articles in this study engages various countries in presenting the best ideas and research results. Literature data from various databases is the best for analyzing the literature review. This study takes a range of articles from 2015 to 2023 to conduct a comprehensive and systematic literature review analysis of the latest research trends. The initial search for articles in this study was conducted on 91 articles about AR applications for mathematical creativity by searching for “Keyword-Title,” namely “Augmented Reality Applications”; “Augmented Reality Applications for Education”; “Augmented Reality Applications for Mathematics Education”; “Augmented Reality Applications for Creativity”; and “Augmented Reality Applications for Mathematical Creativity.”

This literature review is based on inclusion and exclusion criteria, namely (1) articles published in international journals from various databases, such as Web of Science, PubMed, Google Scholar, ProQuest, and others; (2) topics of published articles about AR applications for mathematical creativity; (3) article interval from 2015 to 2023. (4) full-text articles; and (5) articles covering the six themes of the NCTM (2000). The articles are downloaded and analyzed systematically to determine if they meet the inclusion and exclusion criteria. The next step is to filter articles according to the inclusion and exclusion criteria. This screening process resulted in the reduction of 91 articles to 66 articles. Furthermore, 66 articles were analyzed more systematically and comprehensively based on research questions.

Data analysis

The data analysis process in this study was based on inclusion and exclusion analysis (Fiskerstrand, 2022). Limitations of the literature review analysis in this study focused on AR applications for creativity. The literature review analysis of journal articles was conducted in 2015–2023. Journal articles that met all the inclusion and exclusion criteria were then analyzed based on (1) the implications and features of using AR for mathematical creativity; (2) the potential of using AR for mathematical creativity based on the six themes of the NCTM Principles and Standards; (3) perceptions of the use of AR for mathematical creativity, participant criteria, and evaluation methods based on journal articles on the application of AR for mathematical creativity from 2015 to 2023.

In analyzing the literature review, this study compared the distribution of articles from various databases regarding features, implications, and potential of using AR for mathematical creativity. This study continues the analysis to the next step, namely comparing articles about perceptions, user criteria, measurement tools, and evaluation methods of the effectiveness of AR for mathematical creativity. The number and citations of articles from each year were determined in detail and analyzed to answer this research question systematically. Data analysis consisted of collecting data from 66 articles from 2015 to 2023 related to using AR for mathematical creativity, filtering and describing more straightforward research questions (without repetition), and counting the number of citations from the selected articles in this study. All data information is inputted into Microsoft Excel based on research questions. Data analysis in this study uses descriptive statistics. In addition to presenting graphs, tables, and diagrams, they are also used for detailed analysis in identifying information about AR applications for mathematical creativity.

Results

This study compares previous studies on identifying AR applications for mathematical creativity from 2015 to 2023. The literature consists of 66 articles that were previously synthesized and analyzed. Literature review activities focused on finding implications, features, and potential parameters according to the six themes of the NCTM Principles and Standards (2000), user criteria, measurement tools, and evaluation methods of using AR for mathematical creativity. Therefore, this study will answer and explain the three research questions in depth (Table 1).

Table 1 The implication, user criteria, evaluation method, and measuring instrument of using augmented reality for mathematical creativity
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What are the implications and features of using Augmented reality for mathematical creativity?

The articles were analyzed and grouped based on the types of implications of using AR for mathematical creativity that is rooted in the development of other abilities or skills of students. Based on the implications, 15 articles discuss using AR in mathematical creativity and its implications for improving students' cognitive performance. Based on the implications for cognitive performance, 5 of the 15 articles discuss that AR in mathematical creativity has implications for increasing student learning performance; 7 out of 15 articles explain increasing student knowledge; 1 article describes the implications of AR for logistics analysis; another article focuses on the implications of AR for computation skills; and 1 other article focuses on the implications of using AR for mathematical representation (Fig. 1).

Fig. 1
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Distribution of articles on augmented reality with implications for cognitive performance

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Based on the student's knowledge aspect, three of the seven articles focused on using AR in mathematical creativity, which has implications for knowledge development. One of seven articles shows that the use of AR has implications for acquiring knowledge; another article shows the use of AR, which has implications for the smoothness of the process of assimilation of knowledge; and another article focused on AR, which has implications for finding creative solutions. This is shown visually in Fig. 2.

Fig. 2
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Distribution of articles on Augmented Reality with implications for Student's Knowledge

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Studies from 2015 to 2023 have investigated the implications of AR in mathematical creativity, which have implications for problem-solving processes. Based on the problem-solving process, seven articles discuss the use of AR in mathematical creativity, which has implications for improving students' comprehension. Eleven articles inform the use of AR in mathematical creativity, which has implications for improving problem-solving abilities. Nine articles explain AR in mathematical creativity, which has implications for increasing students' interest. Two articles show that AR has implications for improving students' reasoning. The development of AR can increase students' reasoning (Ruhaiyem & Kei, 2019). AR can produce a visually environmental to make student learning experiences creative and meaningful (Chandrasekera & Yoon, 2018). The distribution of articles related to the implications of AR in the problem-solving process is shown in Fig. 3.

Fig. 3
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Distribution of articles related to the Implications of Augmented Reality in the problem-solving process

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Based on the analysis of the literature review from 2015 to 2023, the use of AR for mathematical creativity also has implications for increasing students' self-potential. Based on self-potential, 22 articles examine the use of AR in mathematical creativity, which has direct implications for increasing student learning motivation. There is one article that discusses the implication of creative AR on increasing students' curiosity, another article that discusses the implications of AR on increasing student satisfaction, and another article about the implications of AR on increasing the enjoyment of learning. On the other hand, four articles examine the use of AR in mathematical creativity, which has implications for students' mathematical communication, and four other articles examine the implications of AR on students' positive responses or perspectives. The distribution of articles discussing AR in mathematical creativity, which has direct implications for self-potential development, is shown in Fig. 4.

Fig. 4
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Distribution of articles on the implications of Augmented Reality for Self-Potential

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The results of the literature review analysis show that AR has implications for creativity and the development of social skills from students (Papanastasiou et al., 2018; Theodoropoulos & Lepouras, 2021). Based on developing self-skills, two articles state AR's implications for developing students' visual thinking skills. Seven articles examine AR's implications for spatial thinking. Three articles show AR's implications for improving students' literacy skills. On the other hand, only one article shows AR can improve students' narrative skills, namely (Yilmaz & Goktas, 2016) (Fig. 5).

Fig. 5
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Implications of Augmented Reality for the improvement of social skills

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Based on the aspect of improving self-ability, the results of the analysis show that five articles examine students' critical thinking improvement by AR; one article examines AR has implications for increasing intuitive thinking, one article shows AR has implications for fluency in the production of new ideas, and one other article discussing the advantages of AR in increasing divergent thinking. The distribution of articles about the implications of AR for increasing self-ability is shown in Fig. 6.

Fig. 6
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Distribution of articles about the implications of Augmented Reality for self-ability

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The results of the literature review analysis show the features in the development of AR for mathematical creativity. One article mentions that the features of head-mounted displays and personal interaction panels are useful in developing AR applications. Another article mentions that 3D Visualization and AR are good for learning. Other important features from the development of AR are Unity3D (Raghaw et al., 2018) and Vuforia (Palanci & Turan, 2021); HP Reveals; Blippar; ENTiTi Creator; HD Augmented Reality; Metaio SDK (Ahmad & Junaini, 2020). The literature review results show that the most dominant features used in developing AR for mathematical creativity are the Unity3D tool and Vuforia (Fig. 7).

Fig. 7
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Distribution of features from using Augmented Reality

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What is the potential of using Augmented reality for mathematical creativity based on the six themes from NCTM Principles and Standards?

The results of the literature review analysis show the potential of AR for mathematical creativity, which are grouped based on six themes from the NCTM Principles and Standards (2000): equity, mathematics curriculum, mathematics teaching, learning, assessment, and mathematics technology. There may be overlapping groupings of article publications based on the six themes of NCTM (2000), as shown in Table 2.

Table 2 Publication of articles on the potential of Augmented Reality based on the NCTM (2000)
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Based on Table 2, the results of the analysis of the literature review show that 29 articles discuss the equity of AR. Equity in this study focuses on the advantages of AR for improving learning practices and student performance. Six articles discuss using AR in mathematical creativity based on improving the educational curriculum. AR application development supports the educational curriculum (Papanastasiou et al., 2018). Fourteen articles discuss the effectiveness of AR-based teaching in increasing students' creativity and self-skills. Thirty-two articles discuss learning activities based on AR and processes to construct student understanding. Seven articles discuss the evaluation of the application of AR in the teaching and learning of mathematics. Fourteen articles discuss the development of AR technology into developing new AR applications that are interesting and support increased student performance. Based on NCTM (2000), technology is very important in improving the teaching and learning of mathematics. This study analyzes the development of AR technology or combining AR with other applications to become creative new AR applications. Publications related to the attributes of AR Application technology development are shown in Table 3.

Table 3 Attributes related to the development of augmented reality technology
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What are the perceptions of using Augmented Reality (AR) for mathematical creativity, user criteria, measurement tools, and evaluation methods?

Perceptions of using Augmented Reality (AR) for mathematical creativity

The perception from the literature review regarding the use of AR is that AR can develop students' creativity and innovative mathematics with real or real visualization (Al-Azawi et al., 2019; Albayrak et al., 2016; Aldalalah et al., 2019; Arulanand et al., 2020; Buchori et al., 2016; Cascales-Martínez et al., 2017; Chao & Chang, 2018; Chen et al., 2022; Coimbra et al., 2015; Gao et al., 2023; Giasiranis & Sofos, 2016; Guntur et al., 2020; Hamzah et al., 2021; Herrera et al., 2019; Hsu et al., 2017; Iqbal et al., 2022; Isti’aroh et al., 2018; Kiryakova et al., 2018; Lin & Wang, 2022; Ou Yang et al., 2023; Palanci & Turan, 2021; Pamungkas, 2020; Pritami & Muhimmah, 2018; Radu et al., 2015; Rizki et al., 2023; Ruhaiyem & Kei, 2019; Saidin et al., 2015; Salako et al., 2021; Saltan & Arslan, 2017; Sanabria & Arámburo-Lizárraga, 2017; Sannikov et al., 2015; Sholikhah & Cahyono, 2021; Silva et al., 2019; Suryanti et al., 2020; Syafril et al., 2021; Tekederea & Göker, 2016; Theodoropoulos & Lepouras, 2021; Tzima et al., 2019; Wittayakhom & Piriyasurawong, 2020; Yilmaz & Goktas, 2016; Yousef, 2021; Zhu et al., 2017) (Fig. 8).

Fig. 8
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Distribution of articles on perceptions of using AR for mathematical creativity

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Based on perceptions related to student creativity through AR, six articles explain perceptions regarding the effective use of AR as a creative learning media. Three articles show perceptions regarding using AR to help creative collaboration between students. Two articles stated that AR could improve students' creative thinking skills, two articles stated that AR is a good topic for creative research, and one article stated that integrating AR and teaching strategies is the best creative teaching strategy.

User Criteria of Augmented reality technology for mathematical creativity

Based on the use of AR for mathematical creativity, the results of a literature review from 2015 to 2023 show eight criteria for users who have implemented AR technology. User criteria based on the literature review are shown in detail in Table 4.

Table 4 User Criteria of Augmented reality technology for mathematical creativity
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Based on Table 4, 19 articles show that the use of AR technology is dominated by increasing the mathematical creativity of university students. Twelve articles examine AR as the second-best for junior high school students. Six articles show that elementary school students can apply AR, and three articles show that secondary school students can apply AR to increase their creativity and comprehension. Furthermore, two articles said AR could increase infant creativity; two articles said AR helps teachers improve their learning process, and two other articles said AR is useful in everyday life. One article state that AR can develop the creativity of higher secondary school students.

Measuring tool for test the effectiveness of AR technology in increasing Mathematical creativity

Furthermore, a literature review of 66 articles on AR for mathematical creativity from 2015 to 2023 shows that 23 articles used a meta-analysis measure to identify the advantages of AR applications for mathematical creativity. Tests for increasing student creativity by AR were also carried out using various measuring instruments, 19 articles using a questionnaire, 18 articles using a test instrument, 1 article using a quiz, 7 articles using interviews, 5 articles using observation, and 4 articles using video recording. In addition, eight articles used an effectiveness test to test AR technology as an appropriate learning media for teaching mathematics and enhancing mathematical creativity (Fig. 9).

Fig. 9
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Measuring tool to test the effectiveness of AR technology

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Evaluation method

In Fig. 10, the results of the analysis of the literature review show an evaluation method for testing the application of AR in mathematical creativity. Twenty-seven articles describe the advantages of AR through the results of the analysis of the literature review. Seventeen articles describe the role of AR as an effective product in learning. Three articles describe teachers’ experiences regarding the effectiveness of using AR in their mathematics learning process. Twenty articles explain that AR can improve student academic achievement. Nine articles discussing AR can increase students’ creativity and thinking skills. Ten articles mentioned that AR can increase students' motivation to learn mathematics.

Fig. 10
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Distribution for the evaluation method

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Discussion, implication, and conclusions

In this section, this study informs the development of AR research to advance mathematics education and creativity in the future. This study reviewed 66 articles on the use of AR for mathematical creativity from 2015 to 2023 and then analyzed the literature review results based on three research questions. Based on the literature review analysis; the implications, features, potential, perceptions, evaluation methods, and user criteria of the use of AR for mathematical creativity are studied in more depth to enhance future studies and become a reference for educators, researchers, stakeholders, and policy research in AR application for mathematical creativity.

Implications and features of using augmented reality for mathematical creativity

The implications of using AR for mathematical creativity provide a positive increase in students' abilities, performance, and learning skills. Based on the literature review above, this study shows that using AR for mathematical creativity has other implications for improving students' cognitive performance; problem-solving process; self-potential; social skills, and self-ability.

Based on the results of an in-depth review of the literature, the use of AR technology for mathematical creativity, which has implications for cognitive performance, can be broken down again, including the implications of AR for increasing student performance, student knowledge, logistics analysis; computation skills; mathematical representation. The results of the review analysis show that AR for mathematical creativity has implications for increasing student performance (Chao & Chang, 2018; Chen et al., 2022; Giasiranis & Sofos, 2016; Hsu et al., 2017; Raghaw et al., 2018). In addition, AR can have implications for the development and acquisition of knowledge (Buchori et al., 2017; Saidin et al., 2015; Saltan & Arslan, 2017; Sejzi, 2015). In building knowledge, AR supports assimilating mathematical knowledge (Cascales-Martínez et al., 2017), adding information (Chen et al., 2017), and finding appropriate and creative mathematical solutions. In finding a solution to a problem, the use of AR technology for mathematical creativity supports an increase in students' logical analysis (Le & Ki, 2017), improvement of students' computational skills (Ou Yang et al., 2023) and students' mathematical representation (Agustina et al., 2019).

Based on the implications in the problem-solving process, the implications of AR technology for mathematical creativity consist of improving comprehension; problem-solving abilities; reasoning; and interests. The application of AR to mathematical creativity also has implications for increasing the ability to solve problems that are more systematic and practical (Ahn & Choi, 2015; Buchori et al., 2017; Gao et al., 2023; Guntur et al., 2020; Isti’aroh et al., 2018; Oh et al., 2016; Papanastasiou et al., 2018; Rashevska et al., 2020; Ruhaiyem & Kei, 2019; Sarkar et al., 2019). Thus, understanding can be resolved by scaffolding from the AR application (Chui et al., 2016; Radu et al., 2015; Salinas et al., 2013; Sejzi, 2015; Yousef, 2021). With the application of AR, understanding concepts can be assisted through a realistic bridge visually (Al-Azawi et al., 2019). AR can increase students' creativity and reasoning (Isti’aroh et al., 2018; Ruhaiyem & Kei, 2019). So, AR has an impact on increasing creativity and interest in learning (Albayrak et al., 2016; Chao & Chang, 2018; Chen et al., 2017; Hamzah et al., 2021; Hsu et al., 2017; Rashevska et al., 2020; Rizki et al., 2023; Saltan & Arslan, 2017; Syafril et al., 2021).

AR's implications for creativity also influence students' self-potential development (Isti’aroh et al., 2018). AR supports the emergence of positive perceptions (Hsu et al., 2017; Lin & Wang, 2022; Radu et al., 2015; Yulianti et al., 2023), high curiosity (Pamungkas, 2020), and learning motivation (Albayrak et al., 2016; Arulanand et al., 2020; Buchori et al., 2017; Cascales-Martínez et al., 2017; Chen et al., 2017, 2022; Giasiranis & Sofos, 2016; Guntur et al., 2020; Hamzah et al., 2021; Hsu et al., 2017; Lin & Wang, 2022; Pamungkas, 2020; Pritami & Muhimmah, 2018; Salinas & Pulido, 2017; Saltan & Arslan, 2017; Sanabria & Arámburo-Lizárraga, 2017; Sannikov et al., 2015; Silva et al., 2019; Tekederea & Göker, 2016; Theodoropoulos & Lepouras, 2021; Tzima et al., 2019; Yousef, 2021). On the other hand, AR in mathematical creativity can improve students' mathematical communication (Agustina et al., 2019; Sholikhah & Cahyono, 2021; Theodoropoulos & Lepouras, 2021), satisfaction (Saltan & Arslan, 2017), and create enjoyment of learning (Ou Yang et al., 2023).

On the other hand, AR can improve self-ability (Chao & Chang, 2018). In the aspect of self-ability, AR can develop students' critical and creative thinking (Buchori et al., 2016; Ou Yang et al., 2023; Ruhaiyem & Kei, 2019; Suryanti et al., 2020). This is supported by the opinion of Chao and Chang (2018) that AR can improve students' critical analysis in solving problems. Through the application of AR, students' learning experiences in thinking become meaningful (Al-Azawi et al., 2019; Gao et al., 2023; Hsu et al., 2017; Sholikhah & Cahyono, 2021). In the aspect of creative thinking, AR supports increasing students' intuitiveness (Le & Ki, 2017); production of novelty (Sejzi, 2015); increasing divergent thinking (Sarkar et al., 2019). In the creative process of learning mathematics, AR can increase the value of mathematics (Lin et al., 2015). AR can support students' academics (Tekederea & Göker, 2016). So through AR technology, students' academic achievement is very good (Aldalalah et al., 2019; Giasiranis & Sofos, 2016; Ou Yang et al., 2023; Saltan & Arslan, 2017).

Features of using AR for mathematical creativity. The use of head-mounted displays and personal interaction panel features in AR greatly contributes to the development of science and technology (Saidin et al., 2015). AR and 3D Visualization greatly contribute to interactive learning and education (Sannikov et al., 2015). Some of the features needed in the preparation of AR-based applications, including platforms from Unity3D (Raghaw et al., 2018) and Vuforia (Palanci & Turan, 2021); HP Reveals; Blippar; ENTiTi Creator; HD Augmented Reality; Metaio SDK (Ahmad & Junaini, 2020). The review results show that the most dominant features used in developing AR for mathematical creativity are the Unity3D tool and Vuforia.

The potential of using Augmented Reality for mathematical creativity based on the six themes of the NCTM Principles and Standards

Based on Table 2, the group of publications with the theme of equity explains the advantages and effectiveness of AR applications in education (Hamzah et al., 2021; Tekederea & Göker, 2016). Based on the equity of AR in creativity, AR has an impact on improving the quality of teaching and learning (Albayrak et al., 2016; Buchori et al., 2016; Cui, 2022; Kiat et al., 2016; Pamungkas, 2020), integrating real and virtual environments for meaningful learning (Chandrasekera & Yoon, 2018; Chen et al., 2017, 2022; Coimbra et al., 2015; Gao et al., 2023; Guntur et al., 2020; Hamzah et al., 2021; Herrera et al., 2019; Kiat et al., 2016; Langer et al., 2020; Lin et al., 2015; Ou Yang et al., 2023; Pritami & Muhimmah, 2018; Raghaw et al., 2018; Ruhaiyem & Kei, 2019; Sejzi, 2015), decrease in the level of mathematics anxiety (Rashevska et al., 2020; Salinas & Pulido, 2017; Sanabria & Arámburo-Lizárraga, 2017), encourage student engagement (Chao & Chang, 2018; Raghaw et al., 2018; Wittayakhom & Piriyasurawong, 2020; Yousef, 2021), and improve cognitive learning outcomes (Buchori et al., 2017; Silva et al., 2019).

A group of publications with the theme curricula explaining the potential of AR for mathematical creativity based on educational curricula. AR technology helps increase student creativity in learning geometric concepts in the educational curriculum (Yousef, 2021). Creatively situated AR learning strongly supports the educational curriculum for the effectiveness of student learning (Chen et al., 2022). Interactive AR applications that follow the educational curriculum foster creativity and provide positive learning experiences for students (Gao et al., 2023). On the other hand, the development of AR applications can overcome the limitations of the educational curriculum because 3D models support an interesting and creative learning process for students (Tzima et al., 2019). Research from Papanastasiou et al. (2018) states that integrating Virtual Reality and AR can improve the quality of the traditional curriculum for various student learning needs. Integration of AR and the web adapted to the educational curriculum improve student performance and academic achievement during school learning (Giasiranis & Sofos, 2016). Thus, research on AR applications is increasingly being studied for education (Buchner & Kerres, 2023). The application of AR in digital media is effective in improving education in the world. This confirms current research results; AR applications are very suitable for developing the quality of educational curricula. Therefore, research on AR applications will increase in the next few years. This follows the opinion of Rusli et al. (2023) that AR applications can help teachers and students improve the school education curriculum. AR applications help students understand concepts in advancing modern education (Alamsyah et al., 2023).

The publication group with the theme of mathematics teaching explains the potential of AR for mathematical creativity in a teaching process. According to NCTM (2000), effective mathematics teaching requires students' understanding to learn knowledge well. AR has implications for the effectiveness of educational teaching because AR enhances students' imagination, creativity, academic success, and motivation (Chen et al., 2022; Giasiranis & Sofos, 2016; Tekederea & Göker, 2016), student learning interest (Chao & Chang, 2018), collaborative learning (Hanid et al., 2020). AR can construct abstract concepts into visualizations in teaching mathematics and science (Zhu et al., 2017). This is also following the opinion of Langer et al. (2020), AR has the potential to increase didactic concepts in digital teaching. AR can be seen as a practical tool in teaching effectiveness for an essential understanding of knowledge (Arulanand et al., 2020; Iqbal et al., 2022). In several cases in teaching mathematics, AR tools effectively support teaching two-dimensional plane geometry (Rashevska et al., 2020). In addition, AR-based GeoGebra is an effective idea for mathematics teaching (Raccanello et al., 2022). AR applications can also improve students' literacy, basic skills, and pedagogical practices (Cui, 2022). In this case, AR provides creative opportunities in educational lessons (Chen et al., 2017). AR application development supports increased creativity and visualization of students' thoughts in modern teaching (Hamzah et al., 2021).

Based on NCTM (2000), mathematics learning focuses on students' mathematical activities in building and understanding new knowledge from previous experience and knowledge. Based on the theme of learning mathematics, a literature review shows that AR is effective in mathematics learning (Ahmad & Junaini, 2020; Buchori et al., 2016; Cascales-Martínez et al., 2017; Chen et al., 2017; Herrera et al., 2019; Isti’aroh et al., 2018; Kiryakova et al., 2018; Palanci & Turan, 2021; Raccanello et al., 2022; Sannikov et al., 2015; Silva et al., 2019; Tekederea & Göker, 2016; Tzima et al., 2019; Zhu et al., 2017). The potential of AR in learning mathematics includes helping to learn science and mathematical principles (Albayrak et al., 2016), sharpening numeracy skills, and training children's motor nerves in mathematics learning (Pritami & Muhimmah, 2018), effective in students' understanding of digital learning (Chao & Chang, 2018).

Based on the results of the analysis of the literature review, the integration of AR technology with learning strategies can provide creative learning designs (Chen et al., 2022; Lin et al., 2015; Martin-Gutierrez, 2017; Raccanello et al., 2022). Learning strategies that are well integrated with AR include interactive learning, game-based learning, collaborative learning, and experiential learning (Hanid et al., 2020), direct Instruction Learning Strategy (Buchori et al., 2017), problem-based learning strategy (Sholikhah & Cahyono, 2021). On the other hand, the application of AR can be combined with varied and fun learning models (Isti’aroh et al., 2018), including a combination with the inquiry learning model (Saltan & Arslan, 2017; Sholikhah & Cahyono, 2021), the STEAM learning model (Ahn & Choi, 2015; Wittayakhom & Piriyasurawong, 2020; Yulianti et al., 2023), the character building learning model (Buchori et al., 2016), STEM learning model (Agustina et al., 2019; Ahmad & Junaini, 2020; Al-Azawi et al., 2019; Hsu et al., 2017; Iqbal et al., 2022; Langer et al., 2020).

The evaluation aspect of this study follows NCTM (2000), the evaluation must support mathematics learning and provide useful information for teachers and students. The results of the literature review analysis show that the development of an AR application system is evaluated to be very effective for increasing student creativity in active learning (Hamzah et al., 2021; Hanid et al., 2020). Production and evaluation of teaching materials using AR technology support student learning performance in teaching and learning (Giasiranis & Sofos, 2016). The effectiveness of implementing AR in a class is evaluated through the delivery of students' perceptions of critical and new ideas (Lin & Wang, 2022). If students can provide various perceptions to solve problems, that is the most important element in evaluating the success of creating a learning environment based on AR in creative situations (Chen et al., 2022). Developing a collaborative learning environment using AR media can evaluate students' creativity and divergent thinking with parameters of fluency, flexibility, and originality (Sarkar et al., 2019). On the other hand, positive learning experiences in using AR are also the main evaluation in measuring the effectiveness of interactive AR application designs in a lesson (Gao et al., 2023).

Research by Buchner and Kerres (2023) stated that AR applications are very effective in education and learning. However, developing a better-designed learning media between learning theory and AR application technology can become an educational gap. This is supported by Ronaghi and Ronaghi (2022), good AR applications can improve someone's interest. Therefore, a combination of AR applications and appropriate teaching methods can create a good learning environment for students. In addition, Radu et al. (2023) stated that integrating AR applications with STEM strategies can improve students' critical thinking. Thus, the number of published articles on the development of AR applications for learning can be further expanded and studied more deeply, especially the development of AR application technology for mathematical creativity.

The development of a new learning application through the integration of AR technology with other applications to increase student creativity is studied in six publications. Technology integration between AR, Virtual Learning Environment (VLE), and Mobile Learning (ML) supports the improvement of the learning process (Kiat et al., 2016), the integration of AR and the web contributes to improving student performance (Giasiranis & Sofos, 2016), and Integration of Virtual reality and AR can create a virtual environment and look real for students in the process of learning mathematics (Al-Azawi et al., 2019; Chandrasekera & Yoon, 2018; Papanastasiou et al., 2018; Sejzi, 2015). Virtual reality and AR integration is a favorite combination of publications reviewed by research from 2015 to 2019.

Perceptions of the use of Augmented Reality (AR) for mathematical creativity and its user criteria

Based on the perception of using AR for mathematical creativity, AR can encourage students to create creative solutions (Yulianti et al., 2023), AR can increase students' creative potential (Rashevska et al., 2020), creative thinking skills (Agustina et al., 2019; Oh et al., 2016; Sarkar et al., 2019), creative collaboration (Ahmad & Junaini, 2020; Papanastasiou et al., 2018; Sanabria & Arámburo-Lizárraga, 2017), development of creative research and investigation (Chen et al., 2017; Sannikov et al., 2015), AR as a creative learning media (Aditama & Setiawan, 2020; Buchori et al., 2016; Hamzah et al., 2021; Isti’aroh et al., 2018; Lin et al., 2015; Tzima et al., 2019), increasing creative comprehension (Le & Ki, 2017), supporting creative teaching strategy design (Chandrasekera & Yoon, 2018; Siddiq et al., 2020). This is also supported by Jessen et al.’s (2020) opinion that AR applications encourage creative user engagement. AR applications create simulations that represent abstract physical objects in a real environment so that students' creativity and imaginative thinking become real and unlimited (Giannopulu et al., 2022), especially in its application in the field of learning mathematics. Research from Coimbra et al. (2015) confirmed that AR applications could improve students' mathematics learning. AR applications can integrate virtual physical objects, digital technology, and mathematical creativity. Digital technology in teaching practice encourages student creativity (Bereczki & Kárpáti, 2021). Thus, this provides an excellent opportunity to increase the number of published articles on using AR for mathematical creativity in the following year.

Based on the concept of mathematical material, AR can make learning mathematics interesting in new and creative ways to understand algebraic concepts (Saundarajan et al., 2020), the concept of two-dimensional geometry (Rashevska et al., 2020), integer (Suryanti et al., 2020), cone concept (Salinas & Pulido, 2017), complex mathematical operations (Ruhaiyem & Kei, 2019), arithmetic concepts (Cascales-Martínez et al., 2017; Papanastasiou et al., 2018). The results of the review analysis state that the use of AR is dominant for geometry learning and teaching (Aldalalah et al., 2019; Buchori et al., 2017; Chen et al., 2017; Iqbal et al., 2022; Kiryakova et al., 2018; Le & Ki, 2017; Lin et al., 2015; Radu et al., 2015; Rashevska et al., 2020; Saidin et al., 2015; Syafril et al., 2021; Tekederea & Göker, 2016; Yousef, 2021; Zhu et al., 2017). AR applications can convey accurate information for 3D objects (Alamsyah et al., 2023). In addition, AR applications involve visualizing digital models and building student understanding (Revolti et al., 2023). This article can enrich publications about implementing AR applications for education.

In the users' criteria for implementing AR, AR effectively increases students' creativity from various educational levels (Ahmad & Junaini, 2020; Ahn & Choi, 2015; Al-Azawi et al., 2019; Chen et al., 2017; Guntur et al., 2020; Hanid et al., 2020; Iqbal et al., 2022; Isti’aroh et al., 2018; Kiat et al., 2016; Palanci & Turan, 2021; Pamungkas, 2020; Ruhaiyem & Kei, 2019; Saidin et al., 2015; Sanabria & Arámburo-Lizárraga, 2017; Sejzi, 2015; Tekederea & Göker, 2016). In detail, AR has a positive impact on increasing the creativity of infants or children in early childhood education; students in elementary school (Albayrak et al., 2016; Cascales-Martínez et al., 2017; Chen et al., 2022; Pritami & Muhimmah, 2018; Yilmaz & Goktas, 2016; Yousef, 2021), students in secondary school (Aldalalah et al., 2019; Giasiranis & Sofos, 2016; Le & Ki, 2017; Lin et al., 2015; Rashevska et al., 2020; Sannikov et al., 2015; Sarkar et al., 2019; Saundarajan et al., 2020; Sholikhah & Cahyono, 2021; Suryanti et al., 2020; Syafril et al., 2021; Yulianti et al., 2023), higher secondary school students (Hsu et al., 2017), senior high school students (Papanastasiou et al., 2018; Salinas & Pulido, 2017; Saltan & Arslan, 2017), university student (Agustina et al., 2019; Arulanand et al., 2020; Buchori et al., 2017; Coimbra et al., 2015; Cui, 2022; Gao et al., 2023; Hamzah et al., 2021; Herrera et al., 2019; Langer et al., 2020; Le & Ki, 2017; Martin-Gutierrez, 2017; Ou Yang et al., 2023; Papanastasiou et al., 2018; Raccanello et al., 2022; Raghaw et al., 2018; Salako et al., 2021; Salinas & Pulido, 2017; Saltan & Arslan, 2017; Theodoropoulos & Lepouras, 2021).

Based on the description above, AR applications are centered on various groups of users in educational development (Lima et al., 2022). AR applications are based on taking real pictures; physical objects can be seen virtually and real in front of the camera (Sidani et al., 2021; Wan et al., 2022). Research by Su et al. (2021) indicated that the publication of AR applications would be more successful and effective in future research and development. In addition, research by Chang et al. (2022) also analyzed 134 studies on AR applications, that AR applications for education positively impact student knowledge, responses, skills, and performance in the future. This shows that AR applications will significantly impact the world of education. This study enriches information about AR applications for education, especially mathematical creativity. This literature review will serve as a reference for researchers, academics, and practitioners in mathematics education now and in the future.