ArticleF1000Research2025
Bringing Numbers to Life and Reducing Anxiety: An Augmented Reality and Haptic Feedback-Based Mathematics Game for Primary School Students.
Article in F1000Research, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Mathematics is a basic discipline which causes anxiety to primary school students, resulting in reduced motivation for learning and poor achievements. Traditional instruction heavily leans on abstract symbols, which can add to cognitive load and a feeling of emotional opposition. To address this issue, this study developed a learning model integrating augmented reality (AR) and haptic feedback to create an interactive and multisensory mathematics experience. A quasi-experimental design was conducted with 120 students divided into experimental and control groups. The experimental group used the AR-haptic mathematics game for six weeks, while the control group learned through textbooks and teacher explanations. Data was gathered by using the conceptual understanding tests, a mathematics anxiety scale, classroom observations and student interviews. The quantitative data were analyzed by t-test, ANCOVA and MANOVA analysis; qualitative data were analyzed positionally. The results indicated significant progress in experimental groups' conceptual understanding and mathematics anxiety decrease when compared to the control group. The mean for the post-test experimental group was 82, and for the control group, it was 62 with a large effect size. The average level of maths anxiety decreased in the experimental group from 3.2 to 1.8 on a five-point scale. Qualitative feedback revealed that students found the game engaging, enjoyable, and less intimidating than traditional lessons. The integration of AR and haptic feedback effectively enhanced both cognitive and affective outcomes in mathematics learning. The multisensory environment enabled students to interact with abstract concepts in tangible ways, reducing anxiety and promoting positive attitudes toward mathematics. This provides a proof of concept for the effectiveness of immersive technologies as assistive tools in the enhancement of academic achievement and emotional health related to elementary level mathematics learning.
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