The effects of augmented reality within a mobile app for problem posing during math walks

Abstract

This study explores students using Augmented Reality within the Mathfinder app to engage with math walks, with students positioned as creators of math walks content, engaging in problem-posing. In Study 1, students were randomly assigned to versions of the app that had AR tools/overlays or did not. In Study 2, all students had access to AR. We examine the process of students using AR, the sharable products of their AR use, as well as how these led to or did not lead to positive outcomes for students. We show different ways students use AR tools to create walk stops, both in-the-moment as they interacted, and at the conclusion when they shared their products. We find no quantitative differences between AR and non-AR groups, but, qualitative analyses suggest that educators and students perceived AR as offering affordances, while also acknowledging usability issues. We conclude with recommendations for educators and AR design.