Trends and Effectiveness of Augmented Reality in Elementary Mathematics Education
A Systematic Review, 2019–2025
DOI:
https://doi.org/10.56916/jirpe.v5i1.2829Keywords:
Augmented Reality, Mathematics Learning, Elementary Education, SlrAbstract
This study analyzes the trends and effectiveness of Augmented Reality (AR) in elementary mathematics education from 2019 to 2025. A Systematic Literature Review (SLR) was conducted on 30 indexed articles selected using the PRISMA 2020 protocol. The findings reveal that 55% of the studies were conducted in Indonesia, indicating a strong geographical concentration. Quantitatively, the reviewed studies reported significant learning improvements, as evidenced by p-values below 0.05, effectiveness rates of up to 91%, user satisfaction reaching 95.6%, media feasibility scores ranging from 81% to 99%, and one study reporting a high N-Gain value of 0.90. In addition, AR was found to enhance conceptual understanding, geometric ability, spatial reasoning, and learning motivation, while also reducing students’ cognitive load. Despite its positive impact, several challenges remain, including variations in teacher readiness, infrastructure limitations, and the lack of long-term evaluation studies. Overall, AR functions not only as a visualization tool but also as a catalyst for more interactive, immersive, and student-centered mathematics learning. Future research is recommended to employ longitudinal designs, broaden participant contexts, and develop more adaptive AR-based learning models to strengthen empirical evidence in primary mathematics education.
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