The effect of augmented reality activities on middle school students' mathematical understanding levels and spatial abilities

This study aims to examine the impact of augmented reality (AR) activities on middle school students' mathematical understanding and spatial abilities within the context of mathematics education. The sample comprised 20 sixth-grade students, purposively selected from a public middle school located in the central district of Ağrı province. A qualitative case study design was employed to evaluate students' levels of mathematical understanding, guided by the Pirie-Kieren theoretical framework. To assess spatial abilities, a quantitative approach utilizing a single-group pre-test–post-test weak experimental design was implemented. Data were collected through the Mathematical Understanding Test, the Spatial Ability Test, and semi-structured interviews with the participants. During the instructional phase, activity sheets incorporating augmented reality technology were utilized. The analysis of the data indicates that augmented reality positively contributes to the development of mathematical understanding and spatial abilities, facilitating students' progression to higher cognitive levels. According to the Pirie-Kieren model, the highest level attained by students was the observation level, with notable advancements particularly in the image possession and basic knowledge levels.