DOI: 10.18848/2327-7971/cgp/a227 ISSN: 2327-915X

Technology Integrated Experiential Pedagogy for the Enhancement of Mathematics Learning

Meenakshi P. K., Indu Hyma
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Most students struggle to grasp abstract mathematical concepts such as measurement, area, and volume when instruction relies only on textbooks and static diagrams. This study investigates how augmented reality (AR)-based instruction can enhance mathematics achievement by providing interactive and experiential learning. In line with Kolb’s experiential learning theory (ELT), a quasi-experimental pretest and posttest control group design was used among sixty-two ninth-grade students from a school in Tamil Nadu. Participants were randomly assigned to experimental and control groups, and the intervention was conducted over a four-week instructional period. The experimental group learned through a specially designed AR-based mobile application which is developed by the researcher that enabled real-time interaction with three-dimensional (3D) models of cubes and cuboids, while the control group received traditional instruction. Students in the AR group were able to rotate shapes, manipulate dimensions, and immediately observe changes in surface area and volume. Achievement was measured through a validated two-part test assessing Conceptual Achievement (Part A) and real-world application (Part B—Application-Based Achievement). The Results indicated that significant gains for the experimental group in both parts, with especially strong improvements in application-based tasks. The findings suggest that AR, when intentionally aligned with Kolb’s experiential learning cycle, is not merely a visual enhancement but a powerful pedagogical tool that bridges abstract theory and practical application. This study demonstrates the potential of AR-supported experiential learning to make mathematics instruction more accessible, engaging, and relevant to twenty-first-century learners.

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