Exploring Teachers’ Perspectives on the Affordances and Constraints of Augmented Reality in Geometry Education

Abstract

This paper identifies the affordances and constraints teachers experienced using an augmented reality (AR)-based geometry learning simulation—GeoGebra-MR. The study operationalizes these constructs within the context of AR-based learning and introduces a subcategorization framework. AR-based dynamic geometry software (DGS) facilitates geometric reasoning by visualizing 3D geometric objects and providing real-time interactive feedback in a collaborative networked space. Researchers developed a coding scheme and decision tree to systematically classify usability issues and underlying needs to improve the design of the platform to make it more intuitive. Video recordings of K-12 geometry teachers’ geometric reasoning using the AR environment along with post-interviews highlighted several issues related to sensory, physical, cognitive, and functional affordances, and the corresponding needs linked to physical, logical, and cultural constraints. This study provides design recommendations for optimizing AR-based geometry learning environments, emphasizing that usability challenges are not solely technological but also shaped by teachers' perceived affordances and their attunement to constraints. By highlighting these factors, this paper offers valuable insights for researchers and educators seeking to enhance the design and implementation of AR in mathematics education.