Integrating Augmented Reality in Mathematics Learning to Improve Critical Thinking Skills of Elementary School Students

Source abstract

This study aims to examine the effect of Augmented Reality (AR) technology-assisted learning on the critical thinking skills (CTS) of elementary school students in mathematics. A quantitative research approach was employed, using a post-test-only control group design involving 61 fifth-grade students with an average age of 11 years. The experimental group ( = 31) received AR-assisted instruction, while the control group ( = 30) received conventional teaching on the topic of spatial volume. Following a three-session intervention, data on students' CTS were collected through six descriptive test items, developed based on Facione’s essential indicators of critical thinking. The instruments demonstrated content validity (0.736), face validity (0.645), and a reliability coefficient of 0.86. Data analysis included both descriptive statistics and inferential analysis using an independent samples t-test at a 5% significance level. The findings revealed a significant difference in CTS between students taught with AR-assisted learning and those taught using conventional methods, indicating that AR-supported instruction positively influences elementary students’ critical thinking skills. However, two specific indicators—evaluation and inference—remained low across both groups. Therefore, future research should qualitatively explore these two dimensions to better understand how teachers can utilize AR technology to enhance students’ evaluative and inferential thinking abilities. Doi: 10.28991/ESJ-2025-09-02-014 Full Text: PDF