Facilitating the development of preservice teachers' geometric thinking through artificial intelligence (AI) assisted augmented reality (AR) activities: The case of platonic solids

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dc.authorid0000-0001-5431-4011
dc.authorid0000-0001-8628-5497
dc.contributor.authorUygun, Tugba
dc.contributor.authorSendur, Ali
dc.contributor.authorTop, Beyza
dc.contributor.authorCosgun-Basegmez, Kadriye
dc.date.accessioned2026-01-24T12:30:58Z
dc.date.available2026-01-24T12:30:58Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractAlthough augmented reality has become one of the most commonly used materials that support learning, especially in learning geometric concepts, it is avoided to be used in the lessons due to its complex structure. At that point, artificial intelligence working as a personal assistant in many fields can help us learn to produce our own model with augmented reality by coping with its complexity. In this study, it is aimed to examine both the effectiveness of Artificial Intelligence (AI) assisted Augmented Reality (AR) activities on the development of the preservice teachers' (PSTs) geometric reasoning and their practicality in use. To this end, an interactive learning environment with AI assisted AR activities including Chat Generative Pre-Trained Transformer (ChatGPT), Blender and MyWebAR, and lasting five weeks have been designed. The participants in this case study were 15 preservice mathematics teachers selected by maximum variation and criterion sampling techniques. The data were collected through AI assisted AR activities, two semi-structured interview forms, focus group interviews, anecdotes, activity forms and test. The analysis results have been reported under three groups about the PSTs' test results, experiences on AI assisted AR activities and thoughts about the activities. To conclude, it has been observed that the PSTs' conceptualization and geometric thinking levels have been improved. Moreover, their thoughts have been illustrated with the themes of cognitive dimension, affective dimension, technological dimension and employability dimension.
dc.identifier.doi10.1007/s10639-024-13084-1
dc.identifier.endpage8411
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue7
dc.identifier.scopus2-s2.0-85207266293
dc.identifier.scopusqualityQ1
dc.identifier.startpage8373
dc.identifier.urihttps://doi.org/10.1007/s10639-024-13084-1
dc.identifier.urihttps://hdl.handle.net/20.500.12868/5538
dc.identifier.volume30
dc.identifier.wosWOS:001334106000002
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WoS_20260121
dc.subjectArtificial intelligence
dc.subjectAugmented reality
dc.subjectGeometric thinking
dc.subjectPlatonic solids
dc.subjectPreservice mathematics teachers
dc.titleFacilitating the development of preservice teachers' geometric thinking through artificial intelligence (AI) assisted augmented reality (AR) activities: The case of platonic solids
dc.typeArticle

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