Augmented Reality in Mathematics Education: A Bibliometric Analysis of Research Trends, Pedagogical Transformations, and Future Directions
Keywords:
Augmented Reality, Mathematics Education, Bibliometric Analysis, Spatial Skills, Embodied LearningAbstract
This study provides a comprehensive bibliometric analysis of research on Augmented Reality (AR) in mathematics education, aiming to map publication trends, research hotspots, collaboration patterns, and emerging themes from 2002 to 2026. Using the Scopus database as the primary source, the study followed PRISMA guidelines for data selection and obtained a final dataset of 209 documents authored by 641 researchers from 136 indexed sources. Descriptive analysis reveals a significant annual growth in publications, with a sharp increase beginning in 2019, indicating AR’s rising prominence as a transformative tool in mathematics learning. VOSviewer and RStudio were used to analyze keyword co-occurrence, thematic clusters, and evolution of research topics. The results identify three major clusters: (1) AR and virtual environments for enhancing spatial ability and geometry understanding, (2) AR integration in STEM and mathematics learning including motivation, ethnomathematics, and special needs contexts, and (3) emerging intersections with game-based learning, artificial intelligence, and mobile technologies. Overlay visualization highlights emerging topics such as embodied learning, spatial skills development, ethnomathematics, and dyscalculia support, reflecting a shift toward more human-centered and inclusive pedagogical applications of AR. The study concludes that AR serves not only as a visualization tool but also as a pedagogical ecosystem capable of fostering conceptual understanding, engagement, and personalized learning experiences. These findings offer valuable insights for educators, researchers, and policymakers in shaping future research directions and integrating AR effectively into mathematics education in alignment with 21st-century learning demands.
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