The study aimed to examine the effectiveness of AI-assisted Augmented Reality (AR) activities on developing preservice teachers' geometric reasoning and evaluate the practicality of these activities in teaching platonic solids.
Methods:
- Case study with 15 preservice mathematics teachers
- 5-week interactive learning environment using ChatGPT, Blender, and MyWebAR
- Data collection through AI-assisted AR activities, interviews, focus groups, anecdotes, activity forms, and tests
- Content analysis of qualitative data
Key Findings:
- Participants' geometric thinking levels improved from Level 1 to Levels 3 and 4
- ChatGPT effectively served as both a cognitive and technological tutor
- Four main impact dimensions emerged: cognitive, affective, technological, and employability
- AI assistance reduced barriers to using complex AR tools
- Participants showed increased motivation and reduced anxiety about using technology
Implications:
- Demonstrates viable approach for integrating complex AR tools in education without extensive technical knowledge
- Shows potential for AI to support both content learning and technological skill development
- Provides framework for using AI to make advanced educational tools more accessible
Limitations:
- Small sample size
- Absence of control group
- Limited to individual work rather than collaborative learning
- Focus on specific mathematical content (platonic solids)
Future Directions:
- Conduct studies with larger groups and control groups
- Examine long-term retention of geometric concepts
- Investigate effectiveness across different grade levels
- Develop assessment rubrics for AI-assisted AR activities
- Study impact of student-to-student interaction
- Explore use in different mathematical contexts
Title and Authors: "Facilitating the development of preservice teachers' geometric thinking through artificial intelligence (AI) assisted augmented reality (AR) activities: The case of platonic solids" by Tuğba Uygun, Ali Şendur, Beyza Top, and Kadriye Coşgun-Başeğmez
Published On: September 27, 2024 Published By: Education and Information Technologies