International Journal of
Information and Education Technology

Abstract—Augmented Reality (AR) in mathematics education provides a novel method for rendering abstract concepts to concrete representation. This paper is a design and development research aimed at investigating the challenges students face in understanding plane and solid geometry and developing Augmented Reality-Based Materials (ARM) to address these challenges. A survey of 200 college students and 20 mathematics teachers identified several key challenges, including difficulty visualizing 3D objects, lack of engagement with traditional materials, and difficulty understanding geometric transformations. To address these issues, an ARM was developed using the Context, Input, Process, and Product (CIPP) model. The ARM incorporated interactive 3D models, step-bystep problem-solving guides, gamified learning elements, and real-time feedback. The ARM was evaluated for acceptability by 50 students, 2 teachers, and 5 experts, and it received acceptable in terms of its objectives (M = 3.78), content and activities (M = 3.76), and assessment (M = 3.66). Students reported increased engagement, improved understanding of geometric concepts, and enhanced visualization of geometric shapes. The study concluded that AR-based materials hold significant promise for enhancing geometry education by making abstract concepts more accessible and engaging. It is recommended to expand the use of AR technology in education and provide professional development for teachers to effectively integrate AR into their teaching practices. This research contributes to the growing body of literature on the use of AR in education and supports the idea of moving “beyond static textbook illustrations” to create more dynamic and interactive learning experiences.

Keywords—design and development research, mathematics education, augmented reality, instructional material

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Cite: Roberto G. Sagge Jr., "Beyond Static Textbook Illustrations: Development of Augmented Reality-Based Materials (ARM) for Geometry," International Journal of Information and Education Technology, vol. 15, no. 8, pp. 1687-1697, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).