Aim/Purpose: This study aims to investigate the impact of an augmented reality (AR)-based mathematics application on the spatial abilities, academic performance, and learning motivation of 5th-grade primary school pupils. Background: Elementary students often struggle to understand 3D geometric shapes and spatial concepts due to limited instructional tools. This paper addresses this problem by implementing an AR-based mathematics application that allows students to interact with virtual 3D shapes to enhance their learning experience. Methodology: The study employed a quasi-experimental pre-test–post-test design to compare the effects of using the AR application with using only traditional physical blocks. The study involved 51 fifth-grade students in Taiwan, divided into an AR experimental group (N=25) and a control group (N=26), with balanced gender representation. Contribution: This paper contributes to the body of knowledge by demonstrating that AR can significantly enhance elementary students’ spatial ability, mathematical achievement, and motivation compared to traditional methods, serving as an equitable pedagogical tool for both genders. Findings: The results demonstrate that the AR group significantly outperformed the control group in learning achievement (adjusted mean: 90.14 vs. 74.13, ηp2 = 0.26) and motivation. Regarding gender, both groups showed improvements, suggesting AR provides equitable spatial learning support rather than solely bridging the gender gap. Recommendations for Practitioners: Practitioners are encouraged to integrate AR tools to transform abstract geometric concepts into tangible experiences. However, adequate teacher training and a hybrid curriculum combining AR with physical manipulatives are recommended for optimal implementation. Recommendation for Researchers: The paper recommends that researchers conduct longitudinal studies to examine the long-term retention of learning gains and the “novelty effect.” Additionally, investigating the integration of AR with adaptive learning systems for personalized scaffolding is suggested. Impact on Society: Integrating AR into education can democratize access to high-quality spatial training. This supports equity in STEM pathways, fosters inclusive learning environments, and contributes to a more technologically skilled future workforce. Future Research: Future research should explore the long-term effects of AR on students’ learning retention, its impact across different age groups, and how personalized AR experiences can further enhance learning outcomes.
Wen Hung Chao (Thu,) studied this question.