The Effects of Augmented Reality-Supported Geometry Learning Integrated with 5E Instructional Model on Primary School Students’ Geometric Thinking Skills, Achievement, and Anxiety

Saribiyik M. S., Gundogdu M. G., KÜÇÜK S., Gulluhan N. U.

Journal for STEM Education Research, 2026 (Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Basım Tarihi: 2026
  • Doi Numarası: 10.1007/s41979-026-00196-1
  • Dergi Adı: Journal for STEM Education Research
  • Derginin Tarandığı İndeksler: Scopus
  • Anahtar Kelimeler: 5E instructional model, Augmented reality, Geometry learning, Primary school students
  • Atatürk Üniversitesi Adresli: Evet

Özet

This study investigated the effects of AR-supported geometry learning integrated with the 5E instructional model on primary school students’ geometric thinking skills, academic achievement, and mathematics anxiety. Conducted with 62 students (31 in the experimental group and 31 in the control group), the study employed an embedded mixed-methods design. The findings revealed that students who participated in the AR-supported 5E geometry learning intervention demonstrated significantly greater improvement in geometric thinking skills and higher academic achievement than those in the control group. The intervention appeared to facilitate students’ understanding of abstract geometric concepts by providing interactive and visual representations. Although mathematics anxiety decreased over time in both groups, the reduction was not significantly greater in the experimental group. Qualitative findings complemented the quantitative results by showing that students found the learning process enjoyable and motivating, which enhanced their engagement and active participation. Students also reported that the activities improved their visualization of geometric objects and supported conceptual understanding. Overall, the findings suggest that integrating AR-supported geometry learning with the 5E instructional model can enhance students’ geometric thinking skills and academic achievement while providing an engaging learning experience. The implications of these findings for primary school geometry instruction are discussed.