Comparative analysis of augmented and virtual reality tools for Euclidean geometry based on pedagogical and technological criteria
DOI:
https://doi.org/10.63688/7gm35w76Keywords:
educational mathematics, geometry, pedagogical innovation, augmented reality, virtual reality, educational technologyAbstract
The teaching of Euclidean geometry is a key component for the development of logical, spatial, and mathematical thinking in university students. This study analyzes a systematic review of a comparative evaluation of various Augmented Reality (AR) and Virtual Reality (VR) tools applied to the teaching of geometric content, with the aim of identifying those that best align with relevant pedagogical and technological criteria. Through documentary and technical analysis, selection parameters are established, including ease of use, curriculum adaptability, availability of interactive resources, device compatibility, and potential to foster visual-spatial understanding in students. In addition, aspects such as multilingual support, multiplatform access, and the possibility of integration with active learning methodologies are considered. The results allow for the development of a guide for teachers and instructional designers interested in incorporating AR and VR in primary and secondary education contexts. This work contributes to informed decision-making regarding the use of these technologies in geometry teaching, promoting more effective, motivating teaching practices adapted to the demands of 21st-century learning.
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Copyright (c) 2026 Alfredo Ramón Tumbaco Reyes, Jimmy Gabriel Rivera Ramirez, Maria Gabriela Campuzano Paez, Carlos Efraín Sánchez León (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
