<b>Systematic literature review: Flipped classroom-based augmented reality in improving spatial thinking</b>

Source abstract

Purpose – This study systematically reviews the implementation of Augmented Reality (AR)-based Flipped Classroom approaches for improving students’ spatial thinking skills in mathematics and geometry learning. It addresses the need for learning environments that combine visual, interactive, and student-centred strategies to support the understanding of abstract spatial concepts. Methodology – A Systematic Literature Review was conducted using the PRISMA 2020 framework. Articles were retrieved from the Scopus database using keywords related to flipped classroom, augmented reality, spatial thinking, geometry, and mathematics education. The initial search identified 1,925 articles published between January 2020 and December 2025. After applying eligibility criteria concerning open access, document type, language, subject area, and thematic relevance, six articles were included in the final synthesis. Data were analysed through thematic comparison and qualitative synthesis. Findings – AR enhances spatial thinking by enabling students to visualise, rotate, manipulate, and interpret three-dimensional geometric objects more concretely. The Flipped Classroom model reinforces this process by allowing students to learn foundational concepts independently before class and use classroom time for discussion, problem-solving, AR exploration, and conceptual reflection. The strongest evidence was found in geometry, three-dimensional objects, surface area, analytical geometry, STEM-based geometry learning, and 3D geometric thinking. Novelty – This study provides a systematic mapping of the intersection among Flipped Classroom, AR, and spatial thinking, an area rarely integrated directly in previous reviews. Significance – The findings benefit teachers, lecturers, researchers, and instructional designers seeking to develop more visual, interactive, and cognitively meaningful mathematics learning.