Towards Low-Cost Tangible Extended Reality for Mathematics Education
Resumo
Introduction: Math anxiety is a common challenge for young students, often impairing learning and engagement. Tangible and extended reality (XR) technologies offer opportunities to make learning more interactive, collaborative, and less intimidating. Objective: This work proposes XR4Math, a low-cost tangible XR system designed to reduce math anxiety through personalized and engaging activities. Methodology: The system synthesizes principles from embodied cognition, collaboration, and multimodal design. Results: We demonstrate its potential through two proof-of-concept applications: ExpressionXR, a tangible game for solving arithmetic expressions, and PuzzleXR, a geometric construction puzzle.
Palavras-chave:
XR, Education, Tangible interaction, Mathematics Learning
Referências
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Bulut, M. and Borromeo Ferri, R. (2023). A systematic literature review on augmented reality in mathematics education. European Journal of Science and Mathematics Education, 1(1):556–572.
Cargnelutti, E., Tomasetto, C., and Passolunghi, M. C. (2017). How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children. Cognition and Emotion, 31(4):755–764.
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Chen, Y.-c. (2019). Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course. Journal of Educational Computing Research, 57(7):1695–1722.
de Moraes Rossetto, A. G., Martins, T. C., Silva, L. A., Leithardt, D. R. F., Bermejo-Gil, B. M., and Leithardt, V. R. Q. (2023). An analysis of the use of augmented reality and virtual reality as educational resources. Computer Applications in Engineering Education, 31(6):1761–1775.
Evan-Amos (2015). Google Cardboard VR Headset. [link]. Online. Accessed at 2025-08-19.
Felcher, C. D. O., Blanco, G. S., and Folmer, V. (2022). Educação 5.0: uma sistematização a partir de estudos, pesquisas e reflexões. Research, Society and Development, 11(13):e186111335264–e186111335264.
Gecu-Parmaksiz, Z. and Delialioğlu, (2020). The effect of augmented reality activities on improving preschool children’s spatial skills. Interactive Learning Environments, 28(7):876–889.
GeoGebra (2025). GeoGebra AR. [link]. Online. Accessed at 2025-05-14.
Google (2025a). Google ARCore. [link]. Online. Accessed at 2025-03-30.
Google (2025b). Google Cardboard. [link]. Online. Accessed at 2025-03-30.
Helsel, S. (1992). Virtual reality and education. Educ. Technol., XXXII(5):38–42.
Hornecker, E. and Buur, J. (2006). Getting a grip on tangible interaction: a framework on physical space and social interaction. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’06, page 437–446, New York, NY, USA. Association for Computing Machinery.
Huang, K.-T., Ball, C., Francis, J., Ratan, R., Boumis, J., and Fordham, J. (2019). Augmented Versus Virtual Reality in Education: An Exploratory Study Examining Science Knowledge Retention When Using Augmented Reality/Virtual Reality Mobile Applications. Cyberpsychology, Behavior, and Social Networking, 22(2):105–110.
Kang, S., Shokeen, E., Byrne, V. L., Norooz, L., Bonsignore, E., Williams-Pierce, C., and Froehlich, J. E. (2020). ARMath: Augmenting Everyday Life with Math Learning. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, pages 1–15, New York, NY, USA. Association for Computing Machinery.
Khan, M., Trujano, F., Choudhury, A., and Maes, P. (2018). Mathland: Playful mathematical learning in mixed reality. In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, CHI EA ’18, page 1–4, New York, NY, USA. Association for Computing Machinery.
Kim, E. and Shin, G. (2021). User discomfort while using a virtual reality headset as a personal viewing system for text-intensive offce tasks. Ergonomics, 64(7):891–899.
Koparan, T., Dinar, H., Koparan, E. T., and Haldan, Z. S. (2023). Integrating augmented reality into mathematics teaching and learning and examining its effectiveness. Thinking Skills and Creativity, 47:101245.
Kourtesis, P. (2024). A comprehensive review of multimodal xr applications, risks, and ethical challenges in the metaverse. Multimodal Technologies and Interaction, 8(11).
Lee, B., Sedlmair, M., and Schmalstieg, D. (2023). Design patterns for situated visualization in augmented reality. IEEE Transactions on Visualization and Computer Graphics, 1(1):1–12.
Lehtonen, D., Joutsenlahti, J., and Perkkilä, P. (2023). Multimodal communication and peer interaction during equation-solving sessions with and without tangible technologies. Multimodal Technologies and Interaction, 7(1).
Leonidis, A., Korozi, M., and Stephanidis, C. (2024). Enhancing user experience with tangible interactive systems through extended reality. ERCIM News, 1(137):24–25.
Li, J., van der Spek, E., Hu, J., and Feijs, L. (2019). Exploring Tangible Interaction and Diegetic Feedback in an AR Math Game for Children. In Proceedings of the 18th ACM International Conference on Interaction Design and Children, IDC ’19, pages 580–585, New York, NY, USA. Association for Computing Machinery.
Liao, T. (2018). Mobile versus headworn augmented reality: How visions of the future shape, contest, and stabilize an emerging technology. New Media & Society, 20(2):796–814.
Mikropoulos, T. A. and Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3):769–780.
Mirza, T., Dutta, R., Tuli, N., and Mantri, A. (2025). Leveraging augmented reality in education involving new pedagogies with emerging societal relevance. Discover Sustainability, 6(77):1–15.
Nowacki, P. and Woda, M. (2020). Capabilities of arcore and arkit platforms for ar/vr applications. In Zamojski, W., Mazurkiewicz, J., Sugier, J., Walkowiak, T., and Kacprzyk, J., editors, Engineering in Dependability of Computer Systems and Networks, pages 358–370, Cham. Springer International Publishing.
Rodic,í L. D. and Granic,í A. (2022). Tangible interfaces in early years’ education: a systematic review. Personal and Ubiquitous Computing, 26(1):39–77.
Shaghaghian, Z., Burte, H., Song, D., and Yan, W. (2022). Learning geometric transformations for parametric design: An augmented reality (ar)-powered approach. In Gerber, D., Pantazis, E., Bogosian, B., Nahmad, A., and Miltiadis, C., editors, Computer-Aided Architectural Design. Design Imperatives: The Future is Now, pages 515–527, Singapore. Springer Singapore.
Shaghaghian, Z., Burte, H., Song, D., and Yan, W. (2024). An augmented reality application and experiment for understanding and learning spatial transformation matrices. Virtual Reality, 28(1):12.
Tsha333 (2016). Augmented Reality Sandbox at Perot Museum. [link]. Online. Accessed at 2025-08-19.
Upadhyay, B., Chalil Madathil, K., Hegde, S., Anderson, D., Wooldridge, E., Presley, D., Perez, L., and Reid, B. (2024). Barriers Toward the Implementation of Extended Reality (XR) Technologies to Support Education and Training in Workforce Development Programs. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 68(1):265–269.
Wither, J., DiVerdi, S., and Höllerer, T. (2009). Annotation in outdoor augmented reality. Computers & Graphics, 33(6):679–689.
Zaman, B., Vanden Abeele, V., Markopoulos, P., and Marshall, P. (2012). Editorial: the evolving field of tangible interaction for children: the challenge of empirical validation. Personal and Ubiquitous Computing, 16(4):367–378.
Apple (2025). ARKit Documentation. [link]. Online. Accessed at 2025-03-30.
Belter, M., Lukosch, H., Lindeman, R. W., Wu, Y., and Steinicke, F. (2023). Exploring virtual reality (vr) to foster attention in math practice – comparing a vr to a non-vr game. In Fang, X., editor, HCI in Games, pages 3–16, Cham. Springer Nature Switzerland.
Bulut, M. and Borromeo Ferri, R. (2023). A systematic literature review on augmented reality in mathematics education. European Journal of Science and Mathematics Education, 1(1):556–572.
Cargnelutti, E., Tomasetto, C., and Passolunghi, M. C. (2017). How is anxiety related to math performance in young students? A longitudinal study of Grade 2 to Grade 3 children. Cognition and Emotion, 31(4):755–764.
CETIC.br (2023). TIC Educação 2022 – Professores. [link]. Online. Accessed at 2025-07-03.
Chang, H. and Beilock, S. L. (2016). The math anxiety-math performance link and its relation to individual and environmental factors: a review of current behavioral and psychophysiological research. Current Opinion in Behavioral Sciences, 10:33–38.
Chen, Y.-c. (2019). Effect of Mobile Augmented Reality on Learning Performance, Motivation, and Math Anxiety in a Math Course. Journal of Educational Computing Research, 57(7):1695–1722.
de Moraes Rossetto, A. G., Martins, T. C., Silva, L. A., Leithardt, D. R. F., Bermejo-Gil, B. M., and Leithardt, V. R. Q. (2023). An analysis of the use of augmented reality and virtual reality as educational resources. Computer Applications in Engineering Education, 31(6):1761–1775.
Evan-Amos (2015). Google Cardboard VR Headset. [link]. Online. Accessed at 2025-08-19.
Felcher, C. D. O., Blanco, G. S., and Folmer, V. (2022). Educação 5.0: uma sistematização a partir de estudos, pesquisas e reflexões. Research, Society and Development, 11(13):e186111335264–e186111335264.
Gecu-Parmaksiz, Z. and Delialioğlu, (2020). The effect of augmented reality activities on improving preschool children’s spatial skills. Interactive Learning Environments, 28(7):876–889.
GeoGebra (2025). GeoGebra AR. [link]. Online. Accessed at 2025-05-14.
Google (2025a). Google ARCore. [link]. Online. Accessed at 2025-03-30.
Google (2025b). Google Cardboard. [link]. Online. Accessed at 2025-03-30.
Helsel, S. (1992). Virtual reality and education. Educ. Technol., XXXII(5):38–42.
Hornecker, E. and Buur, J. (2006). Getting a grip on tangible interaction: a framework on physical space and social interaction. In Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, CHI ’06, page 437–446, New York, NY, USA. Association for Computing Machinery.
Huang, K.-T., Ball, C., Francis, J., Ratan, R., Boumis, J., and Fordham, J. (2019). Augmented Versus Virtual Reality in Education: An Exploratory Study Examining Science Knowledge Retention When Using Augmented Reality/Virtual Reality Mobile Applications. Cyberpsychology, Behavior, and Social Networking, 22(2):105–110.
Kang, S., Shokeen, E., Byrne, V. L., Norooz, L., Bonsignore, E., Williams-Pierce, C., and Froehlich, J. E. (2020). ARMath: Augmenting Everyday Life with Math Learning. In Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, CHI ’20, pages 1–15, New York, NY, USA. Association for Computing Machinery.
Khan, M., Trujano, F., Choudhury, A., and Maes, P. (2018). Mathland: Playful mathematical learning in mixed reality. In Extended Abstracts of the 2018 CHI Conference on Human Factors in Computing Systems, CHI EA ’18, page 1–4, New York, NY, USA. Association for Computing Machinery.
Kim, E. and Shin, G. (2021). User discomfort while using a virtual reality headset as a personal viewing system for text-intensive offce tasks. Ergonomics, 64(7):891–899.
Koparan, T., Dinar, H., Koparan, E. T., and Haldan, Z. S. (2023). Integrating augmented reality into mathematics teaching and learning and examining its effectiveness. Thinking Skills and Creativity, 47:101245.
Kourtesis, P. (2024). A comprehensive review of multimodal xr applications, risks, and ethical challenges in the metaverse. Multimodal Technologies and Interaction, 8(11).
Lee, B., Sedlmair, M., and Schmalstieg, D. (2023). Design patterns for situated visualization in augmented reality. IEEE Transactions on Visualization and Computer Graphics, 1(1):1–12.
Lehtonen, D., Joutsenlahti, J., and Perkkilä, P. (2023). Multimodal communication and peer interaction during equation-solving sessions with and without tangible technologies. Multimodal Technologies and Interaction, 7(1).
Leonidis, A., Korozi, M., and Stephanidis, C. (2024). Enhancing user experience with tangible interactive systems through extended reality. ERCIM News, 1(137):24–25.
Li, J., van der Spek, E., Hu, J., and Feijs, L. (2019). Exploring Tangible Interaction and Diegetic Feedback in an AR Math Game for Children. In Proceedings of the 18th ACM International Conference on Interaction Design and Children, IDC ’19, pages 580–585, New York, NY, USA. Association for Computing Machinery.
Liao, T. (2018). Mobile versus headworn augmented reality: How visions of the future shape, contest, and stabilize an emerging technology. New Media & Society, 20(2):796–814.
Mikropoulos, T. A. and Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3):769–780.
Mirza, T., Dutta, R., Tuli, N., and Mantri, A. (2025). Leveraging augmented reality in education involving new pedagogies with emerging societal relevance. Discover Sustainability, 6(77):1–15.
Nowacki, P. and Woda, M. (2020). Capabilities of arcore and arkit platforms for ar/vr applications. In Zamojski, W., Mazurkiewicz, J., Sugier, J., Walkowiak, T., and Kacprzyk, J., editors, Engineering in Dependability of Computer Systems and Networks, pages 358–370, Cham. Springer International Publishing.
Rodic,í L. D. and Granic,í A. (2022). Tangible interfaces in early years’ education: a systematic review. Personal and Ubiquitous Computing, 26(1):39–77.
Shaghaghian, Z., Burte, H., Song, D., and Yan, W. (2022). Learning geometric transformations for parametric design: An augmented reality (ar)-powered approach. In Gerber, D., Pantazis, E., Bogosian, B., Nahmad, A., and Miltiadis, C., editors, Computer-Aided Architectural Design. Design Imperatives: The Future is Now, pages 515–527, Singapore. Springer Singapore.
Shaghaghian, Z., Burte, H., Song, D., and Yan, W. (2024). An augmented reality application and experiment for understanding and learning spatial transformation matrices. Virtual Reality, 28(1):12.
Tsha333 (2016). Augmented Reality Sandbox at Perot Museum. [link]. Online. Accessed at 2025-08-19.
Upadhyay, B., Chalil Madathil, K., Hegde, S., Anderson, D., Wooldridge, E., Presley, D., Perez, L., and Reid, B. (2024). Barriers Toward the Implementation of Extended Reality (XR) Technologies to Support Education and Training in Workforce Development Programs. Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 68(1):265–269.
Wither, J., DiVerdi, S., and Höllerer, T. (2009). Annotation in outdoor augmented reality. Computers & Graphics, 33(6):679–689.
Zaman, B., Vanden Abeele, V., Markopoulos, P., and Marshall, P. (2012). Editorial: the evolving field of tangible interaction for children: the challenge of empirical validation. Personal and Ubiquitous Computing, 16(4):367–378.
Publicado
08/09/2025
Como Citar
M. DE MORAES, Leonardo; G. SOUTO, Gustavo; MORIMOTO, Carlos Hitoshi.
Towards Low-Cost Tangible Extended Reality for Mathematics Education. In: SIMPÓSIO BRASILEIRO SOBRE FATORES HUMANOS EM SISTEMAS COMPUTACIONAIS (IHC), 24. , 2025, Belo Horizonte/MG.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2025
.
p. 518-534.
DOI: https://doi.org/10.5753/ihc.2025.10835.
