Publicación:

"AReVol: Application of Augmented Reality for Complementary Learning in Calculating Area and Volume in University Students"

Resumen

"This research focuses on integrating augmented reality (AR) as an innovative pedagogical tool to enhance the teaching and learning of geometry, particularly in calculating the areas of two-dimensional figures and the volumes of threedimensional figures. Its main objective is to develop an interactive AR application that enables students to visualize, manipulate, and interact with geometric objects in real-world environments, thereby facilitating a more intuitive understanding of abstract concepts and reinforcing retention through experiential learning. To achieve this goal, the Scrum methodology was employed to ensure iterative improvements, adaptability, and active user participation throughout the development process. At the same time, game-based learning strategies were incorporated to foster student motivation and engagement, and usability testing was conducted to validate the design's effectiveness. The interface was carefully structured in accordance with Jakob Nielsen's ten usability heuristics, ensuring simplicity, efficiency, and error prevention. Moreover, functional testing confirmed the robustness and usability of the application, demonstrating that the system delivered an immersive and error-free learning environment that effectively supported the acquisition of mathematical knowledge. The results revealed that students could interact dynamically with geometric models, thereby bridgin the gap between theoretical understanding and practical application, a limitation often found in traditional approaches. Consequently, the studyconcludes that the incorporation of AR into the teaching of 2D and 3D geometry promotes a more engaging, practical, and effective learning experience, as it enhances spatial visualization skills, encourages active participation, and aligns with constructivist learning principles, positioning AR as a promising technology capable of transforming mathematics education. © 2025 IEEE."