With the help of AR technology, one can see the computer-generated graphics being superimposed on the real-world in real-time, resulting in virtual and physical-world coexistence instantaneously (Azuma 1997). We have thus explored the use of an emerging technology called Augmented Reality (AR) to help the students relate to the examples from the surroundings by providing real-time instances and help explain the application of various types of angles to these examples. To improve on these dimensions, it is important to assist them in connecting the learned concepts to real-life examples and applications (Biber et al. Thus, this makes it difficult for students to understand and observe the relationships, interactions, and imagination of working on angles (Biber et al. However, such examples tend to decrease with the increase in the intricacies of concepts (Bütüner and Filiz 2017). There are textbooks that provide the instances of 3D objects, which possess a type of angle, in the form of 2D images. Consequently, they lack in understanding the utilization of lines and angles in a practical world (Ramdhani et al. In this procedure, the students like to learn such ideas by retaining the definitions and properties, which they will in general overlook in subsequent to writing examinations (Biber et al. In classrooms, the instructor generally draws an angle on the blackboard, describing the calculations and orally explaining the concept and related properties that the students listen to, record the same in their notebooks and do some practical exercises (Ramdhani et al. Traditionally, teaching the Lines and Angles concepts consists of studying the meanings and diagrams of various angle forms (Bütüner and Filiz 2017). One of its major applications in the later years of Science, Technology, Engineering and Mathematics (STEM) education is the learning of basic Trigonometry concepts (Biber et al. The 2D Geometry concepts like Lines and Angles are introduced at middle school level (6th to 8th grade) in a formal context. It was found that the designed AR learning activities encouraged the participants to discuss the concepts with peers, enhanced their immersive experience as they together moved around and inside the house to find and identify the angles. Using Lag Sequential Analysis, significant sequences were obtained based on the behaviors belonging to three categories of peer involvement, teacher prompts and AR interactions. In the second study, 28 students of 7th grade were divided into dyads and their behavior patterns of performing the AR learning activities have been reported.
Though the usability score was higher for the participants who performed the AR learning activities individually (M = 70.28) as compared to dyads (M = 65.23), there was no significant difference in the motivation scores between the participants of the two groups.
90.4% participants preferred to perform the AR learning activities in dyads than individually. Findings from the study showed that the majority i.e. Their perspectives, approaches, and motivation in performing the AR learning activities have been reported. The first study was conducted with 21 students of 8th grade where 12 participants performed the AR learning activities in dyads and 9 participants performed individually. This helped in validating the data instruments, timing, and execution of the research study. Before conducting the main studies, a pilot study was conducted with 6 students of 8th grade. It comprises three AR learning activities that enable the participants to recall, visualize, and identify the type of angle and then mark it by drawing on the augmented 3D house. For this purpose, an Augmented Reality (AR) based module for the 7th and 8th grade syllabus has been designed to encourage the active participation of the learners in the classroom while learning the concept of Lines and Angles. However, in classrooms, such concepts are often taught without the analysis of the learners’ realization and interpretation of the existing concepts around them, in their surroundings. There are several concepts in 2D Geometry that require understanding their application in the real practical world.