Exploring Teachers’ Perceptions, Experiences and Needs for Augmented Reality-Based Mathematics Learning in Elementary Schools

Abstract

Augmented reality (AR) offers promising representational affordances for elementary mathematics, yet its classroom feasibility depends on teachers’ experience, technological conditions, and implementation support. This study examined teachers’ perceptions of AR, prior digital and AR experience, perceived barriers, mathematics-topic priorities, and requirements for prospective AR-based learning media. A quantitative cross-sectional survey was conducted with 50 elementary-school teachers recruited purposively from 20 public and private schools. Data were collected using a validated questionnaire (S-CVI/Ave = 0.93; Cronbach’s Alpha = 0.79–0.84 for multi-item constructs) and analyzed using descriptive statistics and exploratory nonparametric tests with Holm adjustment. Teachers reported highly favorable perceptions across the four measured constructs (M = 4.59–4.75), although 62% had no prior AR experience and only 8% used AR often or very often. Three-dimensional geometry received the highest perceived need for AR visualization (M = 3.30, SD = 0.91). The most prominent barriers were limited technological devices and school infrastructure (both M = 4.00), while interactive content, ease of use, offline functionality, curriculum alignment, age-appropriate design, institutional support, and training emerged as key implementation requirements. Exploratory associations involving digital-technology use, prior AR experience, and perception scores did not remain statistically significant after Holm correction. These findings position AR adoption as a teacher-informed, needs-driven design problem and provide an empirical basis for prototype development, usability testing, and classroom feasibility evaluation rather than evidence of AR effectiveness or demonstrated implementation readiness.